Author: The Editors
Year of publication: 2019
Source: Show
Pages: 3-10
DOI Address: -
PDF: tner/201902/tner56toc.pdf

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Publikacja “The New Educational Review” w języku angielskim i udostępnienie wersji cyfrowej w wolnym dostępie to zadania finansowane w ramach umowy 525/P-DUNdem/2018 ze środków Ministra Nauki i Szkolnictwa Wyższego przeznaczonych na działalność upowszechniającą naukę.

Author: Stanisław Juszczyk
E-mail: stanislaw.juszczyk@us.edu.pl
Institution: University of Silesia in Katowice
Year of publication: 2019
Source: Show
Pages: 11-13
DOI Address: -
PDF: tner/201902/tner5600.pdf

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PREFACE

Author: Krzysztof Konarzewski
E-mail: konarzewski@neostrada.pl
Institution: Holy Cross University in Kielce
Year of publication: 2019
Source: Show
Pages: 17-28
DOI Address: https://doi.org/10.15804/tner.19.56.2.01
PDF: tner/201902/tner5601.pdf

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International data from TIMSS 2015 show a significant negative correlation between the country mean attitude toward mathematics and the mean achievement in mathematics of fourth grade pupils. The aim of the paper is to decide whether it is a statistical artifact or an indication of a real factor operating at the country level. The multilevel regression analysis of the data attests the latter. The factor is hypothetically identified with country typical pressure for knowledge acquisition. Strong pressure is conducive to high achievement but it puts pupils under stress, which lowers the attitude. The reverse holds for weak pressure. Within country, the variability of pressure for knowledge acquisition is restricted, hence pupils may maintain psychological coherence between achievement and attitude.

TIMSS attitude toward mathematics achievement in mathematics primary education

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Author: Eunika Baron-Polańczyk
E-mail: e.baron@iibnp.uz.zgora.pl
Institution: University of Zielona Góra
Year of publication: 2019
Source: Show
Pages: 29-40
DOI Address: https://doi.org/10.15804/tner.19.56.2.02
PDF: tner/201902/tner5602.pdf

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The article presents a part of diagnostic and correlative research of quantitative and qualitative character, locating pupils’ information skills in the use of ICT in the context of new technology trends and the accompanying civilizational changes. The considered issues seek answers to the question on the sources of knowledge and skills acquired by pupils in the field of using new technologies. A diagnostic survey (questionnaire and interview) and statistical methods were used. 2,510 pupils were examined and it was established that: 1) numerous pupils’ indications, obtained through an open question, allowed for distinguishing as many as 14 categories of sources of information; 2) The pupils mainly locate the sources of ICT knowledge and skills in informal education (61.9%), by the same token diminishing the weight of organised, formal education and the influence of didactic institutions (38.1%); 3) the calculation of differentiating factors revealed statistically significant differences between the sources of ICT knowledge and skills in relation to gender, stage of learning, and place of learning.

ICT in education diagnostic and correlative research information sources knowledge building differentiating factors

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Author: Selviana Napitupulu
E-mail: napitupuluselviana@yahoo.com
Institution: Universitas HKBP Nommensen
Author: David Berthony Manalu
E-mail: manaludavidberthony@gmail.com
Institution: Universitas HKBP Nommensen
Author: Sanggam Siahaan
E-mail: siahaansanggam@yahoo.com
Institution: Universitas HKBP Nommensen
Year of publication: 2019
Source: Show
Pages: 41-52
DOI Address: https://doi.org/10.15804/tner.19.56.2.03
PDF: tner/201902/tner5603.pdf

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The Indonesian government has decided to apply a scientific approach to all academic subjects. This decision brings serious consideration since it is new especially in language learning. Some researchers claim that the implementation of this new approach is not optimal because language teachers have never been introduced to a scientific approach. Grounded theory research was conducted to solve this situation. A new strategy has been formulated and called a scientific approach-based English learning strategy (SABELS), where students’ curiousity and willingness to communicate in English are the primary aspects teachers should establish before initiating the teaching and learning process. The learning process in this strategy includes: observing, questioning, collecting information, associating, and communicating. While establishing context, enlightening, monitoring, assisting, and evaluating are focused on the teacher’s activities. In conclusion, applying this new strategy will encourage both teacher and students to be more creative and innovative.

curiosity scientific approach-based English learning strategy willingness

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Author: Larysa Lukianova
E-mail: larysa.lukianova@gmail.com
Institution: Ivan Ziaziun Institute of Pedagogical and Adult Education of the NAES of Ukraine
Author: Iryna Androshchuk
E-mail: irenandro@gmail.com
Institution: Ivan Ziaziun Institute of Pedagogical and Adult Education of the NAES of Ukraine
Author: Olga Banit
E-mail: olgabanit@gmail.com
Institution: Ivan Ziaziun Institute of Pedagogical and Adult Education of the NAES of Ukraine
Year of publication: 2019
Source: Show
Pages: 53-65
DOI Address: https://doi.org/10.15804/tner.19.56.2.04
PDF: tner/201902/tner5604.pdf

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The article reveals the importance of the time management problem and substantiates the expediency of its research. It describes peculiarities of time management as a pedagogical technology concentrating on its principles; analysis of technology genesis was carried out in the works by foreign and domestic scientists from different fields of science. Five groups of problems solved with the help of this technology were identified. It was found out that time management within our research meets the requirements of a pedagogical technology effectively facilitating PhD students’ self-management. It was proved that it combines features of professional management technology as well as effective self-management.

effective self-management pedagogical technology PhD student time management

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Author: Nurul F. Sulaeman
Author: Yoshisuke Kumano
Year of publication: 2019
Source: Show
Pages: 66-77
DOI Address: https://doi.org/10.15804/tner.19.56.2.05
PDF: tner/201902/tner5605.pdf

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In line with the alteration from fossil toward new and renewable energy sources, students’ perception about new and renewable energy become critical and an instrument to measure their perception is needed. This article reports the development process of Students Perception Instrument of New and Renewable Energy (PINRE) through three development phases. After scales, subscales and items were designed, the review by experts and practitioners was done to fulfil and validate the content. A trial process was conducted with 229 students from 8 schools (grades 9 and 12) in three cities involved. Statistical and additional qualitative data suggest that the PINRE is a valid and reliable instrument. Therefore, PINRE provides an alternative of a useful instrument for educators and researchers who will measure students’ perceptions about new and renewable energy.

renewable energy energy education new energy instrument development

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Author: Cagri Tugrul Mart
Year of publication: 2019
Source: Show
Pages: 78-87
DOI Address: https://doi.org/10.15804/tner.19.56.2.06
PDF: tner/201902/tner5606.pdf

Streszczenie:

Reader-response theory is based on the assumption that a literary work takes place in the mutual relationship between the reader and the text. According to this theory, the meaning is constructed through a transaction between the reader and the text within a particular context. Readers assume multiple roles when responding to a variety of forms of literature. The process of developing responses facilitates active and meaningful reading and increases emotional and intellectual participation in the text, which ultimately provides learners with better comprehension and awareness of the text. The potential value of classroom discussions helps learners to express their emotional reactions, to elicit their responses, to nourish their perspectives for furthering depth of their interpretation, to corroborate their opinions and share their responses for building a social relationship. It is crucial that learners are directed to perform more adequately in response to texts and actively engage in dialogues to pose literal and inferential questions, to explore a range of possible meanings and to foster cognitive development and comprehension.

interpretation reader text speaking skills literature discussions reader-response theory

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Author: Marcin Rojek
Author: Joanna Leek
Year of publication: 2019
Source: Show
Pages: 88-100
DOI Address: https://doi.org/10.15804/tner.19.56.2.07
PDF: tner/201902/tner5607.pdf

Streszczenie:

The paper focuses on presenting the research results of a community-based project titled ‘ICT Guides’, in which we investigated the features and functions of intergenerational learning with the use of ICT tools, which open the way for the virtual word. This was accomplished by surveying 267 youth and seniors attending 16 ICT courses in Gothenburg (Sweden), Sheffield (the United Kingdom), Madrid (Spain), and Berlin (Germany), with the use of a questionnaire. Both groups perceive intergenerational learning with the use of ICT as a chance to get to know the other group, despite age and cultural differences. With the use of ICT tools in intergenerational learning, mobile devices make up for a lack of a good command of language when communication problems occur, through application of texts, pictures, movies and music available online. ICT also facilitates mutual understanding and contributes to breaking the polarization that can occur between immigrant youth and unrelated adults, to the mutual benefit of both parties.

intergenerational learning intergenerational learning with ICT social polarization ICT tools intergenerational cooperation

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Author: Tri Zahra Ningsih
Author: Sariyatun
Author: Leo Agung Sutimin
Year of publication: 2019
Source: Show
Pages: 101-113
DOI Address: https://doi.org/10.15804/tner.19.56.2.08
PDF: tner/201902/tner5608.pdf

Streszczenie:

The study aims to develop a portfolio assessment to measure the student’s skill of using primary source evidence in historical learning. The portfolio assessment was developed based on Seixas’ concept of historical thinking. The portfolio assessment consists of essay test and interview guide, which has proved to be valid and reliable. The developed portfolio assessment can be used to depict the student’s skills to organize information from historical documents or other written resources, and then reconstruct it as historical narratives. The developed portfolio assessment can be posited as an alternative evaluation mode for history teachers.

historical thinking using primary source evidence portfolio assessment

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