The Journal of Education, Culture, and Society最新文献

{"title":"Smart learning environments in a contemporary museum: a case study","authors":"J. Kasperiūnienė, Ilona Tandzegolskienė","doi":"10.15503/jecs2020.2.353.375","DOIUrl":"https://doi.org/10.15503/jecs2020.2.353.375","url":null,"abstract":"Aim. The modern museum becomes an attractive learning place and space where the visitor, depending on age and competence, develops personal experience, and constructs the learning process based on personalized goals. The article aims to reveal how spaces in museums are exploited, in what ways visitors are involved in a narrative that connects the present and the past. \u0000Concept. The research uses a case-study method to investigate the POLIN Museum of the History of Polish Jews (Poland), Ruhr Museum (Germany), and Vienna Technical Museum (Austria). Within the smart learning environment context, this study explains how to encourage museum visitors to learn and seek answers. \u0000Results and conclusion. Four main directions are emphasized: the construction of a narrative through the creation of spaces and places, the creation of a historical narrative through simulacra, the educational effect of smart solutions, and the edutainment. The findings show that change in the museum by combining design solutions, historical narrative, time experience, and smart technologies leads to cognitive, engaging learning, touching, feeling, and experiencing different emotions, encouraging a return to the museum, inviting to learn, and shaping one's personal experience. \u0000Cognitive value. Contemporary museums invite visitors to a new experience combining artistic space design, storytelling, individual time management, and the use of smart learning environments. These challenges are shifting museum narratives and influencing non-formal learning programs. Authors raise a discussion of how, by exploiting museum spaces, the visitors are involved in the stories, and how the smart learning environment is created in a modern museum.","PeriodicalId":256704,"journal":{"name":"The Journal of Education, Culture, and Society","volume":"421 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120847238","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}

{"title":"Jan Švankmajer’s Kunstkammer: Every thing means everything","authors":"Anna Brzezińska","doi":"10.15503/jecs2020.2.343.352","DOIUrl":"https://doi.org/10.15503/jecs2020.2.343.352","url":null,"abstract":"Thesis. Jan Svankmajer’s Kunstkammer is a project with a complex constellation of meaning that defies clear-cut categorization in the context of Pomian’s theory of semiophores.  \u0000Discussed concepts. The paper describes the kunstkammer art project created by Jan Svankmajer, a Czech surrealist, in the context of Pomian’s theory of semiophores and compares it to traditional and historical equivalents, using the concepts of micro- and macrocosm, the world as a stage (Theatrum Mundi), hermeticism, and alchemy.  \u0000Results and conclusion. Jana Svankmajer’s Kunstkammer should be analyzed primarily in the individual and subjective context, rather than in the social one.   \u0000Originality/cognitive value of the approach. Pomian has described many examples of traditional kunstkammers, but there are also several modern collections that have not yet been described in the literature.","PeriodicalId":256704,"journal":{"name":"The Journal of Education, Culture, and Society","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116108191","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}

{"title":"CRITICAL THINKING EMBEDDEDNESS IN HIGHER EDUCATION PROGRAMMES","authors":"Natalija Valaviciene, Daiva Penkauskienė, J. Pivorienė, Asta Railiene, O. Merfeldaitė, J. Sadauskas, Violeta Jegeleviciene, V. Indrašienė","doi":"10.15503/jecs2020.2.121.132","DOIUrl":"https://doi.org/10.15503/jecs2020.2.121.132","url":null,"abstract":"Aim. The aim of this research is to examine how critical thinking is reflected in Lithuanian higher education study programmes and what conceptual model(s) of critical thinking are used by study programme  makers. \u0000Methods. The subject of the study encompasses 8 higher education study programmes and their subjects. They are analysed based on a constructed conceptual framework, which defines 9 critical thinking skills and 18 critical thinking dispositions. \u0000Results. Analysis, evaluation and decision making are the most common critical thinking skills embedded in the goals of a study course and its learning outcomes. Explanation, interpretation and making inferences are less pronounced. Dispositions are listed rarely and in quite an indistinct way. Only open-mindedness and honesty have clear expression and statement in study programmes, though to a lesser extent. Dispositions such as concern for every person, inquisitiveness and flexibility are very fragmented. \u0000Conclusions. For the meantime, critical thinking is neither reflected equally and coherently in all parts of study programmes – course goals, content, described methods and learning outcomes – nor clear conceptual models of critical thinking can be detected. \u0000Research restrictions. The policy of the colleges and universities on providing the descriptions of study programmes and syllabuses publicly, limits their accessibility. Due to the sampling of study programmes, the research represents only selected study programmes. \u0000Practical application. The created framework may be used to study programmes’ development by introducing the defined critical thinking skills in the descriptions of the study programmes more systematically.","PeriodicalId":256704,"journal":{"name":"The Journal of Education, Culture, and Society","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114830101","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}

{"title":"THE LENS, FRAMES AND PATTERNS OF UKRAINIANS: HOW PERCEPTION OF THREAT AND RISK DETERMINES BEHAVIOUR IN THE COVID-19 SITUATION","authors":"M. Klimanska, L. Klymanska, I. Haletska","doi":"10.15503/jecs2020.2.444.460","DOIUrl":"https://doi.org/10.15503/jecs2020.2.444.460","url":null,"abstract":"Aim/Thesis. Identification and construction of the typology of individual ideas about the perception of the risk posed by COVID-19 and potential impact of individual ideas on behavioural human intentions. Risk perception is viewed as a social construct. \u0000Concept/Methods. The subject matter of analysis consists of 91 transcripts of semi-structured interviews subjected to thematic analysis (Braun & Clarke, 2006). On the basis of categories identified through thematic analysis a frame was created, through which an individual perceives the threat posed by COVID-19, while configuration of different subcategories shaped up four types of perception, used for data categorization. \u0000Results and conclusion. Analysis of the results enabled to outline the very structure of frame for the assessment of the risk posed by COVID-19, it including seven categories, as well as to outline several typical frames in risk perception, which are traced in the informants’ conscience and are manifested in the intentions of behavioural responses to threat, viz.: potential danger (virtual risk); risk as a potential threat; uncertain risk; risk as a real threat. \u0000Research restrictions. The restrictions in the research done include impossibility of regulating the selection of informants, since interviews were conducted in the quarantine conditions, therefore the choice of informants was made within the reach. \u0000Practical application. Clarification of risk perception in the conditions of pandemic may enable health care representatives to more efficiently communicate with the public. \u0000Originality/Cognitive value. The research was done in the quarantine period, thus it reflects real worries and opinions of informants under the threat of COVID-19. Implementation of the research using qualitative methods ensured focusing on subjective peculiarities of risk perception. \u0000Conclusions: Typology of ideas, frames about risk in the conditions of the COVID-19 pandemic requires further clarifications and validation within a qualitative research.","PeriodicalId":256704,"journal":{"name":"The Journal of Education, Culture, and Society","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126537827","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}

{"title":"TECHNIQUES OF VISUAL COMMUNIACTION IN ARCHITECTURAL DESIGN","authors":"M. Kowalczyk, A. Lewandowska","doi":"10.15503/jecs2020.2.376.383","DOIUrl":"https://doi.org/10.15503/jecs2020.2.376.383","url":null,"abstract":"Aim. The subject of the article are methods and techniques of architectural presentation to a diverse audience. The methods of architectural presentation as a key element in the dialogue with the future user of the designed space or building allow to present to the recipient the newly designed space to be created.Methods. The authors of the article present selected techniques of architectural presentation. The described ways of presenting the project were divided into material and virtual. The article discusses the most commonly used methods of architectural presentation such as: diagrams, visualization, physical model, virtual model, video, collage, analyzing their usefulness in terms of reliable communication in order to inform future users about planned changes. The authors describe in detail the use of architectural models as a technique used to present the project to both professional and non-professional recipients. The article discusses the pros and cons of each method.Results and Conclusion. The right choice of presentation method for the addressee allows for a better understanding of the presented idea and, as a result, for more informed choices made by the society, e.g. during public consultations, or by professional decision-making bodies in matters of public space and new architectural objects. The variety of methods of imaging the project vision available today has its individual features that favor or negatively affect the reception of works, by falsifying reality or its partial message.","PeriodicalId":256704,"journal":{"name":"The Journal of Education, Culture, and Society","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134365037","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}

{"title":"A Comprehensive Framework of Design Thinking Approach in Knowledge Management: A Review in Academic Context","authors":"S. M. Mostofa, R. Othman, Debarshi Mukherjee, Khandakar Kamrul Hasan","doi":"10.15503/jecs2020.2.281.294","DOIUrl":"https://doi.org/10.15503/jecs2020.2.281.294","url":null,"abstract":"Aim of research. Design thinking (DT) is an essential context for knowledge management (KM), as it promotes the link between KM initiatives and an organization's strategic goals and objectives. This article analyzes the DT process in terms of its capability to create KM. The detailed analysis on the aspect of the working mechanism of DT – how KM is represented and created in the process. This article examines the DT procedure in terms of its ability to generate design knowledge. In this regard, the main purpose of this paper is to review the approaches to KM applied to DT and to suggest directions for how such a supervisory system could evolve. \u0000Methodology. This study is thematic in its nature and it was prepared on the basis of secondary data and also based on an inclusive review of the literature and similarly computation of secondary information. To formulate this paper the researchers used books, earlier published articles, conference papers, and numerous research reports. \u0000Results and conclusions. This article concludes by proposing an intuitive model for DT and KM. KM for its successful application in higher learning institutions in the areas of course design institutional strategy formation and faculty resource sharing.","PeriodicalId":256704,"journal":{"name":"The Journal of Education, Culture, and Society","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124970714","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}

{"title":"Psychological analysis of sociogram and biographical method for investigating parents of children with special educational needs","authors":"Bohdana Andreyko, I. Subashkevych","doi":"10.15503/jecs2020.2.114.120","DOIUrl":"https://doi.org/10.15503/jecs2020.2.114.120","url":null,"abstract":"Aim. In order to provide psychological counselling, it is necessary to properly diagnose and study the psycho-emotional states, psychological makers of parents raising children with special educational needs (SEN). \u0000Methods. In the diagnostic and practical work with parents of children with SEN, we used the text analysis method and the biographical method (including projective techniques lifeline, my autobiography), which combine diagnostic and psychotherapeutic scientific results. Family sociogram technique (Eidemiller, 2002) and its modified version (Tkachova, 2014) are used to study interpersonal family relationships and the nature of communication. The article analyses the scientific data and approaches to the study of problems faced by parents, arising from the condition of their child; emotional states of parents raising a child with SEN; stage of experience of the birth of their child. \u0000Results. Intervention is focused on the present and future. If the experience of the past comes up, it is used for the benefit of achieving certain goals. An important result of the study to be worked on is that parents of special children mention only their family and children, but forget about their own wellbeing. Children with SEN are surrounded by care and love, parents seek symbiotic relationships with children trying to satisfy all their needs, protect from difficulties, offer boundless love and sometimes over-protection. \u0000Conclusion. Knowledge of psychological stages identified within the theory of grief helps professionals understand when and how it is better to intervene in the situation taking into account the characteristics of a particular family and individual reactions.","PeriodicalId":256704,"journal":{"name":"The Journal of Education, Culture, and Society","volume":"133 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122621329","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}

{"title":"THE ROLE OF MEDIA IN CREATING AWARENESS ON CHILD SEXUAL ABUSE AMONG SCHOOL STUDENTS","authors":"Archana Sharma","doi":"10.15503/jecs2020.2.52.67","DOIUrl":"https://doi.org/10.15503/jecs2020.2.52.67","url":null,"abstract":"Aim. This study aims to analyse the role of media in creating awareness on child sexual abuse and Good Touch Bad Touch among children. The research also aims to study the students’ awareness level of Child Sexual Abuse which includes the Good Touch Bad Touch. \u0000Method. The survey research method was used to collect data, through a well-structured questionnaire from 100 respondents of a school from a city of Punjab, constituting 20 respondents from each class, selected through convenient sampling. \u0000Result. The findings reveal that the media failed to create awareness on child sexual abuse among children. 90% of the respondents were not aware of any child sexual abuse or child helpline number. \u0000Conclusion. Even though, some initiatives were taken by various media tools to raise the child safety issue in the society, but those are not enough. There is a need to develop and run more specific programs regularly to raise awareness throughout society on child sexual abuse.","PeriodicalId":256704,"journal":{"name":"The Journal of Education, Culture, and Society","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127050421","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}

{"title":"ISSUE OF HOLOCAUST TEACHING AT PRIMARY AND SECONDARY SCHOOLS IN SLOVAKIA","authors":"L. Hoptová","doi":"10.15503/jecs2020.2.429.443","DOIUrl":"https://doi.org/10.15503/jecs2020.2.429.443","url":null,"abstract":"Aim. The primary aim of the study is to examine how the issue of Holocaust is integrated into teaching of history at primary schools and grammar schools in the Slovak Republic. The secondary aim is to present the methodological ideas, suggestions and recommendations for teaching Holocaust in Slovak schools. \u0000Methods. The subject of the study is analysis of basic state educational documents defining the compulsory content of education and training for the school subject of history at primary school and grammar school, thus the National Educational Programme for lower secondary education (second stage of primary school) and the National Educational Programme for grammar schools (completed secondary general education), with emphasis to Holocaust. The method of analysis is applied to textbooks of history that contain information of Holocaust. The study also includes a detailed analysis of methodological recommendations and suggestions prepared by the Ministry of Education, Science, Research and Sport of the Slovak Republic and the National Institute for Education to assist teachers in teaching Holocaust issue. The study is supplemented by knowledge from educational practice what was obtained through interview method with 15 teachers of history. \u0000Results. Holocaust is an integral part of teaching history at primary schools and grammar schools. Students get acquainted with Holocaust issue in Slovak and global historical context in the 9th year of primary school and in the 3rd year of grammar school with a four-year educational programme. The basic content of education is defined in the eduational standards of national educational programmes. Teachers can specify and concentize it even more within teaching of history. Its development is aided not only by textbooks of history but also by various educational and professional activities defined in various methodological materials and manuals.","PeriodicalId":256704,"journal":{"name":"The Journal of Education, Culture, and Society","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132542955","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}

{"title":"Learning in late adulthood in the light of biographical research","authors":"Aleksandra Marcinkiewicz-Wilk","doi":"10.15503/jecs2020.2.133.146","DOIUrl":"https://doi.org/10.15503/jecs2020.2.133.146","url":null,"abstract":"Aim. The paper presents the result of research how people study in older age. \u0000Method. The method of biographical research was used. The research presented was embedded in the strand of qualitative research in an interpretative paradigm, in which cognitive science places emphasis on the subject who is learning. In recruiting subjects for research intentional selection was used, based on the typical cases method. One of the basic criteria for selection of candidates was an intention to undertake educational activity. In effect, 12 people participated in my research – 8 women and 4 men. \u0000Results. In the biographies analysed, education proceeds in both non-formal and informal areas, so both these area merge with each other and complement each other. The return line of education in late adulthood is characteristic for those biographies in which learning occurs above all in the area of non-formal education. These seniors usually undertake learning in institutions with an educational character which are aimed at that age group, such as the University of the Third Age, Seniors’ Academy, or various kinds of EU training whose beneficiaries are older people. On the other hand, those whose biographies take the form of continued education in late adulthood realise their goals most effectively in informal education. In this area, the most frequent form of activity is self-education. This is undertaken by those who have a previous knowledge of the subject, but were unable to dedicate themselves to it fully because of their professional work.","PeriodicalId":256704,"journal":{"name":"The Journal of Education, Culture, and Society","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131728043","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}