scholarly journals Aprendizagem sobre classificação nos anos iniciais do ensino fundamental (Learning on classification in primary school)

2019 ◽  
Vol 13 (1) ◽  
pp. 211
Author(s):  
Paula Cristina Moreira Cabral ◽  
Gilda Lisbôa Guimarães
Keyword(s):  
Public Schools ◽  
Mathematics Education ◽  
Primary School ◽  
Rio De Janeiro ◽  
Experimental Child Psychology ◽  
Classification Criteria ◽  
Early Years ◽  
Metropolitan Region ◽  
Control Group ◽  
Annual Conference

The aim of this research was to investigate the students’ ability to create classification criteria based on reflections on different types of skills related to a classification. This research included 103 students of three public schools in the Metropolitan Region of Recife organized into three groups: G1 - participated in a sequence of activities that involved the understanding of the descriptor/criterion; G2 - participated in a sequence of activities that involved re?ection on element, class and descriptor/criterion; G3 - did not participate in sequences of activities, constituting as a control group. It was proposed a pre-test, a sequence of teaching activities (groups G1 and G2) and a post-test with each group. The results showed that the students of the three groups presented a poor performance in the pre-test, showing difficulties in creating criteria to classify freely. However, after the children’s experiences in the sequences of activities, significant advances were observed in the learning of groups G1 and G2 and not in G3. Thus, it is evident the possibility of students learning to create classification criteria, regardless of the type of intervention. Thus, we can say that students of the early years, when stimulated to re?ect on how to classify, demonstrate ability and facility to learn and understand that there is a diversity of criteria that can be used as long as they meet the properties of exclusivity and completeness.ResumoEssa pesquisa teve como objetivo investigar a aprendizagem de alunos do 4º ano do Ensino Fundamental sobre a habilidade de criar critérios de classificação a partir de reflexões sobre diferentes tipos de habilidades relacionadas à classificação. Participaram do estudo 103 alunos de três escolas públicas da Região Metropolitana do Recife organizados em três grupos: G1 – participava de uma sequência de atividades que envolvia a compreensão do descritor/critério; G2 – participava de uma sequência de atividades que envolvia a re?exão sobre elemento, classe e descritor/critério; G3 – não participava de sequências de atividades, se constituindo como grupo controle. Foram realizados um pré-teste, uma sequência de atividades de ensino (grupos G1 e G2) e um pós-teste com cada grupo. Os resultados revelaram que os alunos dos três grupos apresentaram um fraco desempenho no pré-teste, demonstrando dificuldades em criar critérios para classificar livremente. Entretanto, após as vivências nas sequências de atividades foram observados avanços significativos na aprendizagem dos grupos G1 e G2 e não no G3. Dessa forma, fica evidente a possibilidade de aprendizagem dos alunos em criar critérios de classificação, independente do tipo de intervenção. Assim, podemos afirmar que alunos dos anos iniciais quando levados a re?etir sobre como classificar demonstram capacidade e facilidade para aprender e compreender que há uma diversidade de critérios que podem ser utilizados desde que atendam às propriedades de exclusividade e exaustividade.Keywords: Statistics, Classification, Learning, Primary school.Palavras-chave: Estatística, Classificação, Ensino aprendizagem, Anos Iniciais.ReferencesBARRETO, Monik; GUIMARÃES, Gilda.  Estratégias utilizadas por crianças da educação infantil para classificar. EM TEIA – Revista de Educação Matemática e Tecnológica Iberoamericana, vol. 7, número 1, 2016.BIVAR, Dayse; SELVA, Ana. Analisando atividades envolvendo gráficos e tabelas nos livros didáticos de matemática. In: XIII CIAEM, Anais..., Recife, 2011.CRUZ, Edneri. Classificação na Educação Infantil: o que propõem os livros e como é abordada por professores. 2013. 170f. Dissertação de Mestrado em Educação Matemática e Tecnológica – Edumatec, Centro de Educação, Universidade Federal de Pernambuco, Recife, 2013.GITIRANA, Veronica. Classificação e Categorização. Pacto Nacional pela Alfabetização na Idade Certa: Educação Estatística. Ministério da Educação, Secretaria de Educação Básica, Diretoria de Apoio à Gestão Educacional. Caderno 7. 2014.GITIRANA, Veronica; CASTELO-BRANCO, Walquíria. Categorizar: habilidade necessária à formação básica. TV Escola/Salto para o futuro. Rio de Janeiro, n. 24, set. 2014.GUIMARÃES, Gilda; Gitirana, Veronica. Classificações: o que sabem os alunos de 3a série do ensino fundamental. XVI Encontro de Pesquisa Educacional do Norte e Nordeste – EPENN, Anais..., Aracajú – SE, 2003.GUIMARÃES, Gilda; OLIVEIRA, Izabella. Do future primary school teachers know how to classify? XXXVIII Conference of the International Group for the Psychology of Mathematics Education and XXXVI The North American Chapter of the Psychology of Mathematics Education. Proceeding... Vancouver, Canadá, July, 2014. p.1IONESCU, Thea.  Object categorization in the preschool years and its relation with cognitive inhibition. XXVII Annual Conference of the Cognitive Science Society. July, p. 21-23, Stresa, Italy, 2005.LEITE, Marcela; CABRAL, Paula; GUIMARÃES, Gilda; LUZ, Patrícia. O Ensino de Classificação e o Uso de Tabelas. Caderno de Trabalhos de Conclusão de Curso de Pedagogia. Recife, UFPE, 2013.LINS, Walquíria. Procedimentos lógicos de classificação através de um banco de dados: um estudo de caso. 2000. 123f. Monografia (Curso de Especialização em Informática na Educação) – UFPE, Recife, 2000.LUZ, Patrícia. Classificações nos anos iniciais do Ensino Fundamental: o papel das representações. 2011. 113p. Dissertação (Mestrado em Educação Matemática e Tecnológica) – Edumatec, Centro de Educação, Universidade Federal de Pernambuco, 2011.MARESCHAL, Denis; QUINN, Paul. Categorization in infancy. TRENDS in Cognitive Sciences. Vol.5, Nº.10, p.443-450, October, 2001.MONTEIRO, Carlos; SELVA, Ana. Investigando atividades de interpretação de gráficos entre professores do Ensino Fundamental. In: 24° Reunião Anual da Associação Nacional De Pós-Graduação e Pesquisa em Educação - ANPED, Anais... Caxambu. 2001.PAGAN, Adriana; MAGINA, Sandra. O ensino de estatística a partir da interdisciplinaridade: um estudo comparativo. In: 10º encontro Nacional de Educação Matemática – ENEM, Anais..., Salvador, 2010.PIAGET, Jean; INHELDER, Barbel. Gênese das Estruturas Lógicas Elementares. Rio de Janeiro: Zahar, 1983.SILVA, Edilza. Como são propostas pesquisas em livros didáticos de Ciências e Matemática dos Anos Iniciais do Ensino Fundamental. 2013. 133f. Dissertação (Mestrado em Educação Matemática e Tecnológica) – Edumatec, Centro de Educação, Universidade Federal de Pernambuco, Recife, 2013.VERGNAUD, Gerard. El niño, las Matemáticas y la realidad: problemas de la enseñanza de las Matemáticas en la escuela primaria. México: Trillas, 1991.VIELLARD, Sandrine; GUIDETTI, Michèle. Children's perception and understanding of (dis) similarities among dynamic bodily/facial expressions of happiness, pleasure, anger, and irritation. Journal of Experimental Child Psychology, EUA, v. 102, p. 78-95, 2009.

scholarly journals EDUCAÇÃO BILÍNGUE: sua importância na aprendizagem e inclusão escolar de alunos surdos

2016 ◽  
Vol 23 (2) ◽  
pp. 31
Author(s):  
Paula de Carvalho Fragoso Oliveira ◽  
Cátia Crivelenti De Figueiredo Walter
Keyword(s):  
Public Schools ◽  
Bilingual Education ◽  
Inclusive Education ◽  
Private School ◽  
Rio De Janeiro ◽  
Early Years ◽  
Deaf Children ◽  
Deaf Students ◽  
Field Notes ◽  
Del Rio

A aquisição de Língua Portuguesa pelo aluno surdo na proposta educacional bilíngue se constitui como um desafio na atualidade. Na presente pesquisa mergulhamos no universo educacional bilíngue: Língua de Sinais como primeira língua (L1) e Língua Portuguesa como segunda língua (L2) observando como se dá o ensino de Língua Portuguesa para o aluno surdo com idade de cinco anos e 11 meses a oito anos, filhos de pais ouvintes, matriculados em turmas dos anos iniciais do ensino fundamental, em três ambientes educacionais distintos, no município do Rio de Janeiro. As visitas aconteceram numa escola especial, em duas escolas públicas inclusivas e numa escola particular inclusiva, com participação de seis profissionais e 12 crianças. Foram realizadas filmagens das atividades pedagógicas para ensino de Língua Portuguesa, anotações de campo, entrevistas com os profissionais e orientações aos familiares. Para responder a pergunta principal do estudo: “Como se dá o ensino da Língua Portuguesa para a criança surda na proposta educacional bilíngue?” foram categorizadas as principais atividades realizadas para o ensino da Língua Portuguesa e obtivemos dados a respeito da comunicação destes alunos. Foi utilizada análise qualitativa dos resultados, demonstrando que a participação no estudo levou os profissionais envolvidos a refletirem sobre o tema, reverem as suas atuações e as suas crenças. O estudo conclui que a educação bilíngue é um caminho promissor para a criança surda desenvolver plenamente suas habilidades e potencialidades, crescendo consciente dos seus direitos e deveres, com autonomia e independência. Sujeitos participantes e ativos na sociedade a qual pertencem.Palavras-chaves: Educação Bilíngue. Educação Inclusiva. Alunos surdos.BILINGUAL EDUCATION: importance in learning and school inclusion of deaf studentsAbstract: The acquisition of Portuguese Language by deaf students in the bilingual education proposal constitutes a challenge today. In the present study we dive in bilingual educational universe: Signals Language as their first language (L1) and Portuguese as a second language (L2) observing how is the teaching of Portuguese language for deaf students aged five years and 11 months to eight years, children of hearing parents, enrolled in classes in the early years of elementary school, three different educational settings, in the municipality of Rio de Janeiro. The visits happened in a special school in two inclusive public schools and a private school inclusive, with the participation of six professionals and 12 children. Filming was carried out pedagogical activities for teaching Portuguese, field notes, interviews with professionals and guidance to families. To answer the study's question: "How does the teaching of the Portuguese language for deaf children in bilingual educational proposal" were categorized the main activities for the teaching of Portuguese and obtained data regarding the communication of these students. It was used qualitative analysis of the results that show that participation in the study took the professionals involved to reflect on the theme, review their actions and their beliefs. The study concludes that bilingual education is a promising avenue for deaf children fully develop their skills and potential, growing aware of their rights and duties with autonomy and independence. Subjects and active participants in society to which they belong.Keywords: Bilingual Education. Inclusive Education. Deaf students.EDUCACIÓN BILINGÜE: su importancia en el aprendizaje y la escuela inclusión de estudiantes sordosResumen: La adquisición de la Lengua Portuguesa para los estudiantes sordos en la propuesta de educación bilingüe constituye un reto en la actualidad. En el presente estudio nos sumergimos en el universo educativo bilingüe: Lenguaje de señales como primera lengua (L1) y el portugués como segunda lengua (L2) observando cómo es la enseñanza de la lengua portuguesa para estudiantes sordos de entre cinco años y 11 meses a ocho años, hijos de padres oyentes, matriculados en clases en los primeros años de la escuela primaria, en tres ámbitos educativos diferentes en el municipio del Rio de Enero. Las visitas tuvieron lugar en una escuela especial, en dos escuelas públicas inclusivas y una escuela privada inclusiva, con la participación de seis profesionales y 12 niños. Fueron realizadas rodaje de las actividades pedagógicas para la enseñanza del portugués, notas de campo, entrevistas con profesionales y orientación a las familias. Para responder a la pregunta principal del estudio: "¿Cómo se sucede la enseñanza de la lengua portuguesa para niños sordos en propuesta educativa bilingüe?", se clasificaron las principales actividades para la enseñanza del portugués y obtenido los datos con respecto a la comunicación de estos estudiantes. Se utilizó el análisis cualitativo de los resultados, lo que demuestra que la participación en el estudio se llevó a los profesionales implicados a reflexionar sobre el tema, revisar sus acciones y sus creencias. El estudio concluye que la educación bilingüe es una vía prometedora para niños sordos desarrollan plenamente sus habilidades y potencial, creciendo consciente de sus derechos y deberes con autonomía e independencia. Sujetos y participantes activos en la sociedad a la que pertenecen.Palabras clave: Educación Bilingüe. Educación Inclusiva. Alumnos sordos.  

scholarly journals The Application of Holistic Mathematics Education (HME) Model based on Among System toward Learning Motivation

2018 ◽  
Author(s):  
Mega Iswari ◽  
Ahmad Fauzan ◽  
Afriva Khaidir
Keyword(s):  
Mathematics Education ◽  
Primary School ◽  
Learning Motivation ◽  
Wilcoxon Test ◽  
Control Group ◽  
Primary School Students ◽  
School Students ◽  
Control Group Design ◽  
Model Based ◽  
The Impact

Abstract. This study aims to develop a Holistic Mathematics Education (HME) model based on Among system for primary school students. However, this study focuses on exploring the impact of applying the model to the students’ learning motivation and uses quasi-experimental research by applying The Randomized Pretest-Posttest Only Control Group Design that conducted on third grade elementary school students in Indonesia. The samples are two classes chosen randomly after they meet the requirements for analysis test. One class is taken as an experimental class and one class as a control class. The data instrument used is the students’ learning motivation questionnaire. The data is analyzed quantitatively using the Wilcoxon test and t-test by comparing the gain score between the experimental and control class. The results of the analysis show that: 1) the students’ learning motivation after the treatment is better, 2) the students’ learning motivation taught by the model is better than using conventional learning models. It can be concluded that the model is useful to be applied for improving the primary school students’ motivation in learning.

The Role of Chess in the Intellectual Development of Childrens from Primary School

2019 ◽  
pp. 58-62
Author(s):  
Vlad Stegariu ◽  
Simona Andreea Popușoi ◽  
Beatrice Abălașei ◽  
Nicolae Lucian Voinea ◽  
Ioan Stelescu ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Primary School ◽  
Intellectual Development ◽  
Resources Allocation ◽  
Control Group ◽  
Cognitive Resources ◽  
One Year ◽  
Better Than ◽  
Chess Playing

Chess playing has a significant role in participants’ resources allocation, both at a psychological level, but mostly concerning the cognitive resources. The aim of the present study was to examine the effect of chess playing on the intellectual development of primary-class students. 67 children were tested using the Raven Standard Progressive Matrices and were distributed in three different groups according to their experience with chess, namely: the control group (formed by students with no experience with chess playing), the beginners group (students with less than one year in chess playing training) and the advanced group (children with more than two years experience with chess). Results indicated that chess playing had a significant effect on the SPM performance, indicating that those in the advanced group performed significantly better than those in the control or in the beginners group. Conclusions of this study tap into the benefits of playing chess with a focus on the children’s’ cognitive development.

scholarly journals Impact of The Daily Mile on children’s physical and mental health, and educational attainment in primary schools: iMprOVE cohort study protocol

BMJ Open ◽  
2021 ◽  
Vol 11 (5) ◽  
pp. e045879
Author(s):  
Bina Ram ◽  
Anna Chalkley ◽  
Esther van Sluijs ◽  
Rachel Phillips ◽  
Tishya Venkatraman ◽  
...  
Keyword(s):  
Mental Health ◽  
Physical Activity ◽  
Cohort Study ◽  
Educational Attainment ◽  
Primary School ◽  
Primary Schools ◽  
Intervention Group ◽  
Control Group ◽  
Physical And Mental Health ◽  
School Year

IntroductionSchool-based active mile initiatives such as The Daily Mile (TDM) are widely promoted to address shortfalls in meeting physical activity recommendations. The iMprOVE Study aims to examine the impact of TDM on children’s physical and mental health and educational attainment throughout primary school.Methods and analysisiMprOVE is a longitudinal quasi-experimental cohort study. We will send a survey to all state-funded primary schools in Greater London to identify participation in TDM. The survey responses will be used for non-random allocation to either the intervention group (Daily Mile schools) or to the control group (non-Daily Mile schools). We aim to recruit 3533 year 1 children (aged 5–6 years) from 77 primary schools and follow them up annually until the end of their primary school years. Data collection taking place at baseline (children in school year 1) and each primary school year thereafter includes device-based measures of moderate-to-vigorous physical activity (MVPA) and questionnaires to measure mental health (Strengths and Difficulties Questionnaire) and educational attainment (ratings from ‘below expected’ to ‘above expected levels’). The primary outcome is the mean change in MVPA minutes from baseline to year 6 during the school day among the intervention group compared with controls. We will use multilevel linear regression models adjusting for sociodemographic data and participation in TDM. The study is powered to detect a 10% (5.5 min) difference between the intervention and control group which would be considered clinically significant.Ethics and disseminationEthics has been approved from Imperial College Research Ethics Committee, reference 20IC6127. Key findings will be disseminated to the public through research networks, social, print and media broadcasts, community engagement opportunities and schools. We will work with policy-makers for direct application and impact of our findings.

Perceived Experiences of Community Violence Among Adolescents: A School Survey From Rio de Janeiro, Brazil

2021 ◽  
pp. 088626052110051
Author(s):  
Claudia L. de Moraes ◽  
Érika B. dos Santos ◽  
Michael E. Reichenheim ◽  
Stella R. Taquette ◽  
Luciane Stochero ◽  
...  
Keyword(s):  
Public Schools ◽  
Community Violence ◽  
Rio De Janeiro ◽  
Public Health Problem ◽  
Cross Sectional Study ◽  
Global Public Health ◽  
Cross Sectional ◽  
Interpersonal Aggression ◽  
Adolescent Students ◽  
Management Actions

Community violence (CV) is a global public health problem due to its high frequency and severe consequences. Although CV is one of the leading causes of death among adolescents, little is known about the everyday CV situations that do not lead to death. This study aimed to estimate the frequency of exposure to and involvement in CV situations among adolescent students from public and private schools in the city of Rio de Janeiro, Brazil. This was a cross-sectional study of 693 individuals in their second year of high school selected through stratified multistage random sampling. Information about their exposure to and involvement in CV was collected through a self-completed multidimensional questionnaire in the classrooms. For approximately 30% of the adolescents, someone close to them had been murdered, and 40% had already seen the corpse of a victim of homicide. Seventeen percent reported having been directly involved in CV situations. Approximately 38%, 13%, and 25% had been victims of robberies, interpersonal aggression, and death threats to either themselves or their relatives, respectively. Many of these situations occurred more than once. In general, CV was more frequently reported by boys and by those who did not live with both parents. Adolescents from higher economic classes experienced more interpersonal aggression and felt a greater need to carry a gun. Those who belonged to the lower economic classes and studied in public schools were more exposed to lethal violence than other students. The results call attention to the very high percentage of adolescent students that are involved in CV situations as well as to the differences in violence rates among population subgroups. Such findings should be considered when planning CV prevention and management actions in schools and other socialization spaces for adolescents.

The Imola Active Breaks study: a new strategy in child public health to reduce sedentary

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
A Masini ◽  
S Marini ◽  
D Gori ◽  
M Montalti ◽  
M Lanari ◽  
...  
Keyword(s):  
Public Health ◽  
Primary School ◽  
Action Plan ◽  
Vigorous Physical Activity ◽  
Total Sample ◽  
Primary School Children ◽  
Control Group ◽  
Good Strategy ◽  
New Strategy ◽  
Active Breaks

Abstract Background Physical inactivity is worldwide considered one of the biggest public health problems of the 21st century. WHO recommended in children, at least 60 minute of Moderate Vigorous Physical activity (MVPA) per day, but low percentages comply with guidelines. Considering that children spend many hours at school, classroom is the ideal setting to increase their PA. Active Breaks (AB) are a 5-15-minute bouts of PA led by the teachers during academic lessons. The aim of the Imola AB study is to implement a 1-year intervention based on AB (10min/3per-day) in primary school as a new strategy to reduce inactivity. We present the baseline results. Methods Quasi-experimental pre-post study in 6-10aged primary school children, in Imola(Italy).We evaluated PA level with Actigraph accelerometers: time (in minutes) spent in MVPA Weekly and Daily (W-MVPA; D-MVPA) and Weekly Sedentary behaviours (W-SB). Results We recruited 152 children: N = 110 in Active Breaks experimental group (AB) and N = 42 in control group (CG). Actigraph's analysis showed that 42,5% of children in the ABG vs 31.0% in the CG reach the WHO recommendation (p=ns). We investigated baseline differences between groups using ANOVA dividing children by grade. In 3-4 grades: W-MVPA (AB = 318.3±15.5 vs CG = 310.4±98.0 p = 0.78); D-MVPA (AB = 53.0±20.3 vs CG = 51.8±16.3 p = 0.79);W-SB (AB = 6,687.5±375.3 vs CG = 6,754.7±281.0 p = 0.45). In 1grade: W-MVPA (AB = 376.1±127.9 vs CG = 300.3±120.0 p = 0.02); D-MVPA (AB = 62.7±21.3 vs CG = 50.0±20.0 p = 0.02); W-SB (AB = 6,436.0±496.0 vs CG = 6,373.3 ±1,532.0 p = 0.7). Conclusions Only the 39.2% of the total sample met the 60-minute/day of MVPA recommended. We found no significant baseline differences in PA level measured by Actigraph between CG and AB, excepted in 1 grade. The intervention implemented in the Imola AB study could be a good strategy to reduce sedentary in children and reach the WHO recommendation, thus contributing to the aims of the new Global Action Plan on PA 2018-2030. Key messages Less than 50% reach the WHO recommendations of PA. AB implemented in the Imola Study could be a public health school-based strategy to reduce sedentary and increase healthy behavior in children. Active breaks (AB) are emerging as a good strategy to increase the PA level, reducing the time in sedentary habits.

Medium-term Results of Body Balance Trainings in Primary School-Aged Children with Generalized Joint Hypermobility and Symptomatic Mobile Flat Foot: Cohort Study

2021 ◽  
pp. 373-384
Author(s):  
Alena Yu. Dimitrieva ◽  
Vladimir M. Kenis
Keyword(s):  
Primary School ◽  
Balance Training ◽  
Joint Hypermobility ◽  
Control Group ◽  
Flat Foot ◽  
Body Balance ◽  
School Aged Children ◽  
Generalized Joint Hypermobility ◽  
Longitudinal Arch ◽  
Unstable Platform

Background. Mobile flat foot etiology and its correlations with postural imbalance remain topical issues for now, especially in children with generalized joint hypermobility. Additionally, it is poorly known that complaints prevail in children with mobile flat foot and joint hypermobility, and whether existing complaints are associated with foot deformation.Objective. The aim of the study is to estimate medium-term effects of body balance trainings on the height of longitudinal arch of the foot and on the complaints structure in primary school-aged children with generalized joint hypermobility.Methods. The study included 114 primary school-aged children (7–11 years old) with mobile symptomatic flat foot who were divided into four groups: I — control group of children who did not perform training; II — children who performed standard complex of rehabilitation exercises recommended for flat foot; III — children who performed a specially designed complex of exercises for body balance training; IV — children exercised on unstable platform. The foot examination included: clinical assessment of feet shape and position (FPI-6 scale), visual and manual mobility tests, computer scanning with calculation of anthropometric indices (basic anthropometric parameters were calculated from scanned foot images). Clinical evaluation of balance was carried out according to the BESS (Balance Error Scoring System) scale and computer pedobarometry. Assessment of complaints structure was carried out according to the Oxford Child Foot Condition Questionnaire.Results. Children of control group significantly increased the number of errors in performing tests compared to the baseline data (p = 0.034) according to the BESS scale. No statistically significant changes were obtained in children of the second group (p = 0.08). Total number of errors committed by children of third and fourth groups on unstable platform decreased by 2.9 times and 3.4 times, respectively (p = 0.022 and p = 0.044). Decrease in partial load on medial longitudinal arch of foot in step cycle in average by 2.0–3.5 times compared to baseline parameters was revealed in children of third and fourth groups. Moreover, children of third and fourth groups have shown improvement in parameters regarding the shape and position of the feet by average of 1.3–1.7 times higher compared to the parameters of the feet of children performing standard complex of rehabilitation exercises (p = 0.036).Conclusion. This study has shown the efficacy of body balance training in increasing the height of longitudinal arch of the foot and good dynamics in the structure of complaints in primary school-aged children with generalized joint hypermobility and symptomatic mobile flat foot.

Regional Geography Education in Poland

2020 ◽  
Author(s):  
Agnieszka Świętek ◽  
Wiktor Osuch
Keyword(s):  
Public Schools ◽  
Secondary School ◽  
Primary School ◽  
Education System ◽  
Geography Education ◽  
School Level ◽  
Lower Secondary School ◽  
Regional Geography ◽  
The Core ◽  
Regional Education

Education in regional geography in Poland takes place at public schools from the earliest educational stages and is compulsory until young people reach the age of adulthood. Reforms of the Polish education system, resulting in changes in the core curriculum of general education, likewise resulted in changes in the concept of education in the field of regional geography. The subject of the authors’ article is education in regional geography in the Polish education system at various educational stages. The authors’ analysis has two research goals. The first concerns changes in the education of regional geography at Polish schools; here the analysis and evaluation of the current content of education in the field of regional geography are offered. The second one is the study of the model of regional geography education in geographical studies in Poland on the example of the geographyat the Pedagogical University of Cracow. Although elements of education about one’s own region already appear in a kindergarten, they are most strongly implemented at a primary school in the form of educational paths, e.g. “Regional education – cultural heritage in the region”, and at a lower-secondary school (gymnasium) during geography classes. Owing to the current education reform, liquidating gymnasium (a lower secondary school level) and re-introducing the division of public schools into an 8-year primary school and a longer secondary school, the concept of education in regional education has inevitably changed. Currently, it is implemented in accordance with a multidisciplinary model of education consisting in weaving the content of regional education into the core curricula of various school subjects, and thus building the image of the whole region by means of viewing from different perspectives and inevitable cooperation of teachers of diverse subjects. Invariably, however, content in the field of regional geography is carried out at a primary and secondary school during geography classes. At university level, selected students – in geographical studies – receive a regional geography training. As an appropriate example one can offer A. Świętek’s original classes in “Regional Education” for geography students of a teaching specialty consisting of students designing and completing an educational trail in the area of Nowa Huta in Cracow.

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