Studia Edukacyjne, 2013, nr 27
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Browsing Studia Edukacyjne, 2013, nr 27 by Author "Matejczuk, Joanna"
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Item 6-latek jako pierwszoklasista w szkole. Zróżnicowanie kodów językowych dziecka, rodziny i szkoły – dla kogo szansa, dla kogo zagrożenie?(Wydawnictwo Naukowe UAM, 2013) Matejczuk, Joanna; Nowotnik, Anna; Rękosiewicz, MałgorzataThe article offers another view in the discourse concerning the lowering of school age. We take into consideration the consequences of children’s diversity in terms of the language functioning for their needs, opportunities, and ways to deal with school reality. Our analysis is based on Basil Bernstein’s concept of linguistic codes (1980a and 1980b). Such an interpretation of the phenomenon aims to help to identify the role of the school’s effi ciency of language codes management targeted at six-year-olds. Our aim is to identify the key challenges and tasks facing the school in dealing with the admission and teaching of children with diverse linguistic skills.Item E-learning jako nowe środowisko edukacji: spotkanie ucznia i nauczyciela(Wydawnictwo Naukowe UAM, 2013) Kaliszewska-Czeremska, Katarzyna; Matejczuk, JoannaThe aim of this article is to present issues associated with the application of e-learning in the fi eld of education. We presume that the effi cacy, safety, and social perception of e-learning largely depend on its users, i.e. on students and teachers. The greater the willingness and competence of learners and educators to responsibly and creatively apply this method in the education process, the greater the chances of maximizing profi ts and minimizing risks connected with the use of distance learning at different levels of education. We narrow down the issue of willingness to the sphere of self-regulation, an indispensable factor in the process of becoming a conscious learner who is committed to and responsible for his or her own education according to the concept of Lifelong Learning. Availing ourselves of Julius Kuhl’s theory of action control (1987) we demonstrate how certain intrinsic predispositions of students and teachers, related to the implementation of their intentions, may determine a successful application of e-learning methods and, in consequence, foster the process of lifelong learning and support the ability to adapt to ever-changing external conditions.