COMPUTER - SUPPORTED GEOGRAPHY TEACHING DEVELOPING PUPILS' SELF-REGULATION.
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| Title: | COMPUTER - SUPPORTED GEOGRAPHY TEACHING DEVELOPING PUPILS' SELF-REGULATION. |
|---|---|
| Alternate Title: | KOMPIUTERIŲ NAUDOJIMAS GEOGRAFIJOS MOKYMO PROCESE SIEKIANT UGDYTI MOKINIŲ SAVARANKIŠKUMĄ. |
| Authors: | Foltýnová, Darina, Mrázková, Kateřina |
| Source: | Pedagogy Studies / Pedagogika. 2011, Issue 101, p78-81. 4p. |
| Subject Terms: | *Geography education, *Learner autonomy, *Autodidacticism, *Educational technology, Geography software, Information & communication technologies, Geographic information systems |
| Geographic Terms: | Czech Republic |
| Abstract (English): | The main aim of the research was to diagnose a level for the development of self-regulation skills and determine successful practice principles for those self-regulation skills. The second part of the research was dealing with the question whether teaching supports, by using information technologies and keeping relevant principles, the development of the self-regulation skills. Educational geography content was didactically transformed with regard to cognitive processes and with the emphasis on practice of self-regulation skills. Now it is clear that the importance of the information and communication technologies (ICT) is crucial for the future of every man and that follows the fact that the ICT will also be playing an important role in the development of education and lifelong learning. In Czech Republic the tendency of a new educational approach is to move away from learning a lot of information by heart to the require the ability of understanding those information and know how to work with them and change them into knowledge. It is evident that new technologies enrich educational methods but it is necessary to include those technologies into the education process purposefully and meaningfully [ABSTRACT FROM AUTHOR] |
| Abstract (Lithuanian): | Pagrindinis tyrimo tikslas - nustatyti savarankiškumo įgūdžių ugdymo lygį ir apibrėžti sėkmingos veiklos principus formuojant šiuos įgūdžius. Antroji tyrimo dalis buvo susijusi su klausimu, ar mokymo procese, naudojant informacines technologijas ir laikantis svarbių principų, yra skatinamas savarankiškumo įgūdžių formavimas. Geografijos mokymo turinys, remiantis kognityviniais procesais ir akcentuojant savarankiškos veiklos įgūdžius, buvo didaktiniu požiūriu pakeistas. Neabejotinai aišku, kad informacinės komunikacinės technologijos (IKT) yra itin svarbios kiekvieno žmogaus ateičiai, nes IKT atliks svarbų vaidmenį plėtojant švietimo ir mokymosi visą gyvenimą veiklą. Čekijos Respublikoje vyrauja naujas požiūris į ugdymą -- mažinti didelių informacijos kiekių mokymąsi mintinai ir siekti šios informacijos suvokimo, žinant kaip dirbti su informacija ir kaip ją paversti žiniomis. Akivaizdu, kad naujos technologijos praturtina ugdymo metodus, bet yra būtina šias technologijas į ugdymo procesą įtraukti tikslingai ir prasmingai. [ABSTRACT FROM AUTHOR] |
| Copyright of Pedagogy Studies / Pedagogika is the property of Vytautas Magnus University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 65165696 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: COMPUTER - SUPPORTED GEOGRAPHY TEACHING DEVELOPING PUPILS' SELF-REGULATION. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: KOMPIUTERIŲ NAUDOJIMAS GEOGRAFIJOS MOKYMO PROCESE SIEKIANT UGDYTI MOKINIŲ SAVARANKIŠKUMĄ. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Foltýnová%2C+Darina%22">Foltýnová, Darina</searchLink><br /><searchLink fieldCode="AR" term="%22Mrázková%2C+Kateřina%22">Mrázková, Kateřina</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Pedagogy+Studies+%2F+Pedagogika%22">Pedagogy Studies / Pedagogika</searchLink>. 2011, Issue 101, p78-81. 4p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Geography+education%22">Geography education</searchLink><br />*<searchLink fieldCode="DE" term="%22Learner+autonomy%22">Learner autonomy</searchLink><br />*<searchLink fieldCode="DE" term="%22Autodidacticism%22">Autodidacticism</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br /><searchLink fieldCode="DE" term="%22Geography+software%22">Geography software</searchLink><br /><searchLink fieldCode="DE" term="%22Information+%26+communication+technologies%22">Information & communication technologies</searchLink><br /><searchLink fieldCode="DE" term="%22Geographic+information+systems%22">Geographic information systems</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Czech+Republic%22">Czech Republic</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: The main aim of the research was to diagnose a level for the development of self-regulation skills and determine successful practice principles for those self-regulation skills. The second part of the research was dealing with the question whether teaching supports, by using information technologies and keeping relevant principles, the development of the self-regulation skills. Educational geography content was didactically transformed with regard to cognitive processes and with the emphasis on practice of self-regulation skills. Now it is clear that the importance of the information and communication technologies (ICT) is crucial for the future of every man and that follows the fact that the ICT will also be playing an important role in the development of education and lifelong learning. In Czech Republic the tendency of a new educational approach is to move away from learning a lot of information by heart to the require the ability of understanding those information and know how to work with them and change them into knowledge. It is evident that new technologies enrich educational methods but it is necessary to include those technologies into the education process purposefully and meaningfully [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Lithuanian) Group: Ab Data: Pagrindinis tyrimo tikslas - nustatyti savarankiškumo įgūdžių ugdymo lygį ir apibrėžti sėkmingos veiklos principus formuojant šiuos įgūdžius. Antroji tyrimo dalis buvo susijusi su klausimu, ar mokymo procese, naudojant informacines technologijas ir laikantis svarbių principų, yra skatinamas savarankiškumo įgūdžių formavimas. Geografijos mokymo turinys, remiantis kognityviniais procesais ir akcentuojant savarankiškos veiklos įgūdžius, buvo didaktiniu požiūriu pakeistas. Neabejotinai aišku, kad informacinės komunikacinės technologijos (IKT) yra itin svarbios kiekvieno žmogaus ateičiai, nes IKT atliks svarbų vaidmenį plėtojant švietimo ir mokymosi visą gyvenimą veiklą. Čekijos Respublikoje vyrauja naujas požiūris į ugdymą -- mažinti didelių informacijos kiekių mokymąsi mintinai ir siekti šios informacijos suvokimo, žinant kaip dirbti su informacija ir kaip ją paversti žiniomis. Akivaizdu, kad naujos technologijos praturtina ugdymo metodus, bet yra būtina šias technologijas į ugdymo procesą įtraukti tikslingai ir prasmingai. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Pedagogy Studies / Pedagogika is the property of Vytautas Magnus University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 4 StartPage: 78 Subjects: – SubjectFull: Geography education Type: general – SubjectFull: Learner autonomy Type: general – SubjectFull: Autodidacticism Type: general – SubjectFull: Educational technology Type: general – SubjectFull: Geography software Type: general – SubjectFull: Information & communication technologies Type: general – SubjectFull: Geographic information systems Type: general – SubjectFull: Czech Republic Type: general Titles: – TitleFull: COMPUTER - SUPPORTED GEOGRAPHY TEACHING DEVELOPING PUPILS' SELF-REGULATION. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Foltýnová, Darina – PersonEntity: Name: NameFull: Mrázková, Kateřina IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: 2011 Type: published Y: 2011 Identifiers: – Type: issn-print Value: 13920340 Numbering: – Type: issue Value: 101 Titles: – TitleFull: Pedagogy Studies / Pedagogika Type: main |
| ResultId | 1 |
