The teaching of futsal in primary schools in the Czech Republic is poorly mapped and primary schools more often teach indoor football than futsal. The basis for this research was a questionnaire survey in which 31 primary school physical education teachers participated. This survey showed that 69.2 % of teachers do not conduct futsal drills, 61.5 % do not know the rules of futsal and 84 % of teachers spend a maximum of 4 hours on futsal. Therefore, this paper presents an innovative futsal teaching method for physical education teachers to discuss the basic issues and teaching methods. In order to test our assumptions about the effectiveness of innovative teaching, a research was conducted with two groups of 8th and 9th grade pupils from the Jižní Primary School in Žatec over a period of 8 weeks. 29 pupils (14.21±0.12 years of age) formed the research group and 28 (14.09±0.26 years of age) formed the control group. As part of the research, both groups underwent entry and exit tests verifying futsal skills. The research group followed a specialised futsal plan designed by us, the other group played indoor futsal once a week under the guidance of a teacher. In all tested areas, the research group showed a significant improvement in the exit tests compared to the control group. In practice, this means that students who have undergone specialized futsal training improve in all the important areas that are essential for futsal. A significant difference in the outcome tests is observed in shooting and ball handling. We have seen a big shift in the pupils’ movement skills through the beep test and thus we can observe an improvement in short term endurance. In the test of stepping on the ball for 1 min, there is a shift in the dexterity component.
{"title":"INNOVATIVE TEACHING OF FUTSAL FOR PHYSICAL EDUCATION TEACHERS AT PRIMARY SCHOOLS","authors":"Ondrej Smejc, Ladislav Pokorný, Sona Jandova","doi":"10.18355/pg.2024.13.1.2","DOIUrl":"https://doi.org/10.18355/pg.2024.13.1.2","url":null,"abstract":"The teaching of futsal in primary schools in the Czech Republic is poorly mapped and primary schools more often teach indoor football than futsal. The basis for this research was a questionnaire survey in which 31 primary school physical education teachers participated. This survey showed that 69.2 % of teachers do not conduct futsal drills, 61.5 % do not know the rules of futsal and 84 % of teachers spend a maximum of 4 hours on futsal. Therefore, this paper presents an innovative futsal teaching method for physical education teachers to discuss the basic issues and teaching methods. In order to test our assumptions about the effectiveness of innovative teaching, a research was conducted with two groups of 8th and 9th grade pupils from the Jižní Primary School in Žatec over a period of 8 weeks. 29 pupils (14.21±0.12 years of age) formed the research group and 28 (14.09±0.26 years of age) formed the control group. As part of the research, both groups underwent entry and exit tests verifying futsal skills. The research group followed a specialised futsal plan designed by us, the other group played indoor futsal once a week under the guidance of a teacher. In all tested areas, the research group showed a significant improvement in the exit tests compared to the control group. In practice, this means that students who have undergone specialized futsal training improve in all the important areas that are essential for futsal. A significant difference in the outcome tests is observed in shooting and ball handling. We have seen a big shift in the pupils’ movement skills through the beep test and thus we can observe an improvement in short term endurance. In the test of stepping on the ball for 1 min, there is a shift in the dexterity component.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":"222 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140468010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The final thesis is focused on the history of Hrádocké arboretum as an important object of education and practice, which is currently under the maintenance of Secondary school of forestry and timber in Liptovský Hrádok. Arboretum was established by the end of the 19th century as a part of the vast school area. It served from the beginning as a unique outdoor classroom for education and this purpose is keeping up today. Arboretum has the third biggest collections of woody species in Slovakia and it is in the list of Special Forestry Sites in Slovakia due to its importance in the field of History of forestry. Due to its environmental and cultural values is protected as a protected site and cultural site as well.
最终论文的重点是赫拉多克树木园的历史，它是一个重要的教育和实践对象，目前由位于 Liptovský Hrádok 的林业和木材中学负责维护。植物园建于 19 世纪末，是广阔校园的一部分。它从一开始就是一个独特的室外教育教室，这一目的一直延续至今。植物园拥有斯洛伐克第三大木本植物收藏地，并因其在林业历史领域的重要性而被列入斯洛伐克特别林业遗址名单。由于其环境和文化价值，该植物园也被列为受保护遗址和文化遗址。
{"title":"HISTORICAL EXCURSION THROUGH THE HISTORY OF FORESTRY EDUCATION IN THE TERRITORY OF THE CITY OF LIPTOVSKY HRADOK","authors":"Miroslav Gejdos, Monika Lachmannova","doi":"10.18355/pg.2024.13.1.8","DOIUrl":"https://doi.org/10.18355/pg.2024.13.1.8","url":null,"abstract":"The final thesis is focused on the history of Hrádocké arboretum as an important object of education and practice, which is currently under the maintenance of Secondary school of forestry and timber in Liptovský Hrádok. Arboretum was established by the end of the 19th century as a part of the vast school area. It served from the beginning as a unique outdoor classroom for education and this purpose is keeping up today. Arboretum has the third biggest collections of woody species in Slovakia and it is in the list of Special Forestry Sites in Slovakia due to its importance in the field of History of forestry. Due to its environmental and cultural values is protected as a protected site and cultural site as well.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":"56 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140465288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Marija Bošnjak Stepanović, Olja Maričić, Natalija V. Pešut, Sanja Balać, Gordana Kozoderović
Alternative ideas in knowledge refer to the situations where student’s understanding of a certain concept differs from the scientific concept. During this investigation we were focused on identification and analysis of the most common students’ alternative ideas about water in early science education. The sample consisted of 76 first and third grade students from three primary schools in Sombor, Serbia. The semi-structured interviewing technique was used for data collection. The proportion of mixed and scientific answers was higher among third-graders, while the spontaneous answers were more frequent among first-graders. These findings could be attributed to developmental differences and the impact of teaching. Our investigation can be useful starting point for the process of transformation of students’ alternative ideas about water in everyday school practice.
{"title":"PRIMARY STUDENTS’ ALTERNATIVE IDEAS ABOUT WATER","authors":"Marija Bošnjak Stepanović, Olja Maričić, Natalija V. Pešut, Sanja Balać, Gordana Kozoderović","doi":"10.18355/pg.2024.13.1.1","DOIUrl":"https://doi.org/10.18355/pg.2024.13.1.1","url":null,"abstract":"Alternative ideas in knowledge refer to the situations where student’s understanding of a certain concept differs from the scientific concept. During this investigation we were focused on identification and analysis of the most common students’ alternative ideas about water in early science education. The sample consisted of 76 first and third grade students from three primary schools in Sombor, Serbia. The semi-structured interviewing technique was used for data collection. The proportion of mixed and scientific answers was higher among third-graders, while the spontaneous answers were more frequent among first-graders. These findings could be attributed to developmental differences and the impact of teaching. Our investigation can be useful starting point for the process of transformation of students’ alternative ideas about water in everyday school practice.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":"379 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140466395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper presents the results of the content analysis of the teaching text. We analyzed two text samples selected from textbooks - "Biology 1 for grammar schools" (textbook 2) and "Biology for the 2nd year of grammar schools and the 6th year of grammar schools with an eight-year study" (textbook 1). Both of these textbooks are used in teaching subject Biology in Slovakia. When analyzing both teaching texts, we tried to find out whether the texts, in terms of content complexity, are processed appropriately for the 1st grade students at the gymnasium. As part of the content analysis, we focused on syntactic difficulty (Ts) and conceptual difficulty (Tp) and overall difficulty (T), for which we used the T measure (the innovative Nestlerová – Průcha – Pluskal measure). This measure was modified for the analysis of not only Czech, but also Slovak textbooks. Based on this measure, we came to the conclusion that textbook 1 is processed more demandingly and its degree of difficulty reached the value of 55.28 compared to textbook 2, which degree of difficulty reached the value of 52.10. In addition to the statistical difficulty of the text of both textbooks, we tried to analyze the text in terms of the occupation of individual topics, the basic and supplementary text and the overall visual and graphic processing of the textbooks.
{"title":"CONTENT ANALYSIS OF TEXTBOOKS","authors":"Zuzana Babulicova","doi":"10.18355/pg.2024.13.1.5","DOIUrl":"https://doi.org/10.18355/pg.2024.13.1.5","url":null,"abstract":"The paper presents the results of the content analysis of the teaching text. We analyzed two text samples selected from textbooks - \"Biology 1 for grammar schools\" (textbook 2) and \"Biology for the 2nd year of grammar schools and the 6th year of grammar schools with an eight-year study\" (textbook 1). Both of these textbooks are used in teaching subject Biology in Slovakia. When analyzing both teaching texts, we tried to find out whether the texts, in terms of content complexity, are processed appropriately for the 1st grade students at the gymnasium. As part of the content analysis, we focused on syntactic difficulty (Ts) and conceptual difficulty (Tp) and overall difficulty (T), for which we used the T measure (the innovative Nestlerová – Průcha – Pluskal measure). This measure was modified for the analysis of not only Czech, but also Slovak textbooks. Based on this measure, we came to the conclusion that textbook 1 is processed more demandingly and its degree of difficulty reached the value of 55.28 compared to textbook 2, which degree of difficulty reached the value of 52.10. In addition to the statistical difficulty of the text of both textbooks, we tried to analyze the text in terms of the occupation of individual topics, the basic and supplementary text and the overall visual and graphic processing of the textbooks.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":"90 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140465193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article focuses on selected learning strategies that we acquire in school and extracurricular environments. The degree of their use in learning is an important determinant of lifelong learning. A learner who has mastered these strategies has a higher motivation for further education, higher self-confidence and achieves better results. In the empirical part of the work we describe work procedures, research objectives, research set and research methods. The quantitative design of the work is aimed at identifying the rate of use of individual strategies of critical thinking among secondary school students using a questionnaire with Likert-type questions. The results of the research were processed by mathematical and statistical methods. At the end of the work recommendations for pedagogical practice are proposed based on the theoretical analysis and specific research results.
{"title":"USE OF SELECTED STRATEGIES IN LEARNING AND THEIR IMPACT ON LIFELONG LEARNING","authors":"Denisa Gunišová","doi":"10.18355/pg.2024.13.1.7","DOIUrl":"https://doi.org/10.18355/pg.2024.13.1.7","url":null,"abstract":"The article focuses on selected learning strategies that we acquire in school and extracurricular environments. The degree of their use in learning is an important determinant of lifelong learning. A learner who has mastered these strategies has a higher motivation for further education, higher self-confidence and achieves better results. In the empirical part of the work we describe work procedures, research objectives, research set and research methods. The quantitative design of the work is aimed at identifying the rate of use of individual strategies of critical thinking among secondary school students using a questionnaire with Likert-type questions. The results of the research were processed by mathematical and statistical methods. At the end of the work recommendations for pedagogical practice are proposed based on the theoretical analysis and specific research results.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":"1218 47","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140467100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The research paper documents partial results of the observed research question in implementation of forest pedagogy in pre-primary and primary education. The objective of the research have been the consequences of external environment experts’ intervention – foresters. Although forest pedagogy has been for past 20 years penetrating into schools, it did not have its didactic anchorage and was not respected. Besides the key roots and pillars of forest pedagogy as a potential education strategy, this research presents its didactic aspects with an emphasis on environmental education and forming sustainable development awareness.
{"title":"FOREST PEDAGOGY AND ITS DIDACTIC APPROACH IN PRE-PRIMARY AND PRIMARY EDUCATION","authors":"Dana Kollarova","doi":"10.18355/pg.2024.13.1.6","DOIUrl":"https://doi.org/10.18355/pg.2024.13.1.6","url":null,"abstract":"The research paper documents partial results of the observed research question in implementation of forest pedagogy in pre-primary and primary education. The objective of the research have been the consequences of external environment experts’ intervention – foresters. Although forest pedagogy has been for past 20 years penetrating into schools, it did not have its didactic anchorage and was not respected. Besides the key roots and pillars of forest pedagogy as a potential education strategy, this research presents its didactic aspects with an emphasis on environmental education and forming sustainable development awareness.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":"800 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140469340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Ministry of Education, Science, Research and Sport of the Slovak Republic was during the pandemic forced to interrupt face-to-face teaching in all schools from kindergarten to university and switch to online education. Even the universities were not prepared for this form of education, as few universities offered study programs in which it was possible to study either in a combined or in an online form. As part of the empirical investigation, the aim was to map the opinions of university students with specific needs and analyzes their experiences with online education. The findings resulting from the investigation of the involved 83 respondents indicate that online education had many advantages and disadvantages for students with specific needs. The most frequently mentioned advantages were recordings from lectures and seminars, teachers were more accommodating, had better communication during consultations, feelt more comfortable in the home environment. There were also negative answers, such as social isolation, technical problems, lack of practice, exercises, problems to concentrate, deterioration of health, unattractive online teaching, reduced time for writing tests.
{"title":"ONLINE EDUCATION THROUGH THE EYES OF STUDENTS WITH DISABILITIES","authors":"V. Polackova","doi":"10.18355/pg.2024.13.1.4","DOIUrl":"https://doi.org/10.18355/pg.2024.13.1.4","url":null,"abstract":"The Ministry of Education, Science, Research and Sport of the Slovak Republic was during the pandemic forced to interrupt face-to-face teaching in all schools from kindergarten to university and switch to online education. Even the universities were not prepared for this form of education, as few universities offered study programs in which it was possible to study either in a combined or in an online form. As part of the empirical investigation, the aim was to map the opinions of university students with specific needs and analyzes their experiences with online education. The findings resulting from the investigation of the involved 83 respondents indicate that online education had many advantages and disadvantages for students with specific needs. The most frequently mentioned advantages were recordings from lectures and seminars, teachers were more accommodating, had better communication during consultations, feelt more comfortable in the home environment. There were also negative answers, such as social isolation, technical problems, lack of practice, exercises, problems to concentrate, deterioration of health, unattractive online teaching, reduced time for writing tests.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":"269 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140468025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The goal of our contribution is the issue of differences in objectively and subjectively measured weight (and consequently Body Mass Index /BMI/) and height in Slovak adolescents. The data obtained are a part of international study Health Behaviour in School Aged Children (HBSC) performed in Slovakia in 2017/2018. Our representative sample consisted of 782 adolescents of the fifth to ninth grades of elementary schools in Slovakia in the target group of 11 to 15 years old. We also obtained objective somatic indicators by measuring and subjective indicators were obtained using 2 item questions of the HBSC questionnaire. The results obtained point to the fact, that adolescents tend to add height and decrease weight (boys on average 0.9 kg and girls 0.6 kg) by self-reported question. However, statistically significant difference was observed in weight difference among boys girls and in total. Overweight boys tend to take almost 3 kilograms of their weight. Moreover, obese boys tend to take 5.14 kilograms and obese girls 2.40 kilograms of their weight. The results of survey show that adolescents self- assessing their height and weight tend to increase their height and decrease their weight, which is more pronounced in boys than in girls. Acknowledgments: The document is also based on the support of the grant task of MS VVS SR: VEGA 1/0460/23: „Postural health in children and adolescents and the possibilities of influencing it “
{"title":"DIFFERENCES IN OBJECTIVELY AND SUBJECTIVELY MEASURED WEIGHT AND HEIGHT IN SLOVAK ADOLESCENTS","authors":"Nora Halmova, Janka Kanasova, Jaroslava Kopcakova","doi":"10.18355/pg.2024.13.1.3","DOIUrl":"https://doi.org/10.18355/pg.2024.13.1.3","url":null,"abstract":"The goal of our contribution is the issue of differences in objectively and subjectively measured weight (and consequently Body Mass Index /BMI/) and height in Slovak adolescents. The data obtained are a part of international study Health Behaviour in School Aged Children (HBSC) performed in Slovakia in 2017/2018. Our representative sample consisted of 782 adolescents of the fifth to ninth grades of elementary schools in Slovakia in the target group of 11 to 15 years old. We also obtained objective somatic indicators by measuring and subjective indicators were obtained using 2 item questions of the HBSC questionnaire. The results obtained point to the fact, that adolescents tend to add height and decrease weight (boys on average 0.9 kg and girls 0.6 kg) by self-reported question. However, statistically significant difference was observed in weight difference among boys girls and in total. Overweight boys tend to take almost 3 kilograms of their weight. Moreover, obese boys tend to take 5.14 kilograms and obese girls 2.40 kilograms of their weight. The results of survey show that adolescents self- assessing their height and weight tend to increase their height and decrease their weight, which is more pronounced in boys than in girls. Acknowledgments: The document is also based on the support of the grant task of MS VVS SR: VEGA 1/0460/23: „Postural health in children and adolescents and the possibilities of influencing it “","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":"1218 37","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140466880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The individual form of education, known to the public as homeschooling, is legislatively supported in the Slovak education system by the School Act No. 245/2008 Coll. A student who has been granted permission for individual education takes commission exams at the mainstream school once every six months (School Act, §24, para. 7). The process of education, selection of educational methods and activities leading to the mastery of these exams, lies in the hands of the parent or an external educator. This paper aims to present the results of a conducted pedagogical research study with a mixed design, which collected data in the field with 24 respondents from a community school, 6 families, and 116 respondents in an online space. Through a qualitative-quantitative research study focused on the issue of diversity in the methods used for educating younger children in a home environment, we found that individualized forms of education, which respect the unevenness in a child's development, their interests, the need for safety, security, and a stronger family bond, are preferred by families with multiple children, highly educated parents, as well as families living in rural areas. The home environment provides suitable conditions for the implementation of innovative educational methods.
{"title":"DIVERSITY OF EDUCATING METHODS FOR YOUNGER SCHOOL AGE PUPIL IN A HOME ENVIRONMENT","authors":"Zuzana Singliarova","doi":"10.18355/pg.2023.12.2.8","DOIUrl":"https://doi.org/10.18355/pg.2023.12.2.8","url":null,"abstract":"The individual form of education, known to the public as homeschooling, is legislatively supported in the Slovak education system by the School Act No. 245/2008 Coll. A student who has been granted permission for individual education takes commission exams at the mainstream school once every six months (School Act, §24, para. 7). The process of education, selection of educational methods and activities leading to the mastery of these exams, lies in the hands of the parent or an external educator. This paper aims to present the results of a conducted pedagogical research study with a mixed design, which collected data in the field with 24 respondents from a community school, 6 families, and 116 respondents in an online space. Through a qualitative-quantitative research study focused on the issue of diversity in the methods used for educating younger children in a home environment, we found that individualized forms of education, which respect the unevenness in a child's development, their interests, the need for safety, security, and a stronger family bond, are preferred by families with multiple children, highly educated parents, as well as families living in rural areas. The home environment provides suitable conditions for the implementation of innovative educational methods.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135685846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Creativity is one of the most emphasized competencies in education. Despite the consensus on its importance, the concept of creativity is understood differently in various cultures. This study presents selected aspects of research on the perception of creativity among Czech and American art students in a joint online class. The project was realized by Art Based Research (ABR) method during the winter semester 2022/23 at KVKTT PdF, UHK, with 11 Czech students and 10 American students of Bc. studies. The project findings show different evaluations of creativity, self-efficacy, and creativity of artworks between the two groups. They make visible the formative influence of cultural context and education on creativity, even within the art discipline. The chosen method demonstrates the possibilities of action research, which, through the process, enables the participants' knowledge to be shaped through active participation. The mutual confrontation or overlapping of different concepts of creativity thus offers inspiration for teaching creative disciplines.
{"title":"EXPLORING STUDENTS' PERCEPTION OF CREATIVITY IN CZ/USA ART JOINT CLASS: ART-BASED RESEARCH (ABR) STUDY","authors":"Katerina Stepankova","doi":"10.18355/pg.2023.12.2.2","DOIUrl":"https://doi.org/10.18355/pg.2023.12.2.2","url":null,"abstract":"Creativity is one of the most emphasized competencies in education. Despite the consensus on its importance, the concept of creativity is understood differently in various cultures. This study presents selected aspects of research on the perception of creativity among Czech and American art students in a joint online class. The project was realized by Art Based Research (ABR) method during the winter semester 2022/23 at KVKTT PdF, UHK, with 11 Czech students and 10 American students of Bc. studies. The project findings show different evaluations of creativity, self-efficacy, and creativity of artworks between the two groups. They make visible the formative influence of cultural context and education on creativity, even within the art discipline. The chosen method demonstrates the possibilities of action research, which, through the process, enables the participants' knowledge to be shaped through active participation. The mutual confrontation or overlapping of different concepts of creativity thus offers inspiration for teaching creative disciplines.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135685837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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