4 December 30, 2015
1. Tomáš Kolofík
Attitudes of Elementary Schools Pupils to the Physical and Sport Education
European Journal of Contemporary Education, 2015, Vol.(14), Is. 4, pp. 216-222.
Number of views: 2352 Download in PDF
2. Anastasia LevitskayaEuropean Journal of Contemporary Education, 2015, Vol.(14), Is. 4, pp. 216-222.
Abstract:
The aim of the research was to find out the attitudes of the pupils of the seventh, eighth and ninth year-classes of the elementary schools in Banská Bystrica to the physical and sport education. The research sample comprised 1092 pupils, out of which 584 were boys and 508 were girls. A standardised questionnaire according to Sivák et al. (2000) was used to gather the factual material. The research showed that 475 pupils (43.5%) took positive attitude to the physical and sport education, 531 pupils (48.63%) took indifferent attitude and 86 pupils (7.87%) took negative attitude. The pupils acquired majority of points in the questions focused on the cognitive part of the attitudes. On the contrary, they acquired the least number of points in the questions related to the emotional part of the attitudes. The highest average score of 67.1 points was acquired by the pupils of the 7th year-class, significantly lower value of 61.78 points was acquired by the pupils of the 8th year-class and the lowest value of 61.05 points was acquired by the pupils of the 9th year-class. The Kruskal-Wallis test revealed statistically significant differences (p < 0.01) among the attitudes of the pupils of the 7th and 8th year-classes as well as among the pupils of the 7th and 9th year-classes. Statistically significant differences (p < 0.05) were revealed through the chi-square test also among the attitudes of the boys and girls, while boys acquired the average score of 65.92 points and girls acquired the average score of 61.05 points.
The aim of the research was to find out the attitudes of the pupils of the seventh, eighth and ninth year-classes of the elementary schools in Banská Bystrica to the physical and sport education. The research sample comprised 1092 pupils, out of which 584 were boys and 508 were girls. A standardised questionnaire according to Sivák et al. (2000) was used to gather the factual material. The research showed that 475 pupils (43.5%) took positive attitude to the physical and sport education, 531 pupils (48.63%) took indifferent attitude and 86 pupils (7.87%) took negative attitude. The pupils acquired majority of points in the questions focused on the cognitive part of the attitudes. On the contrary, they acquired the least number of points in the questions related to the emotional part of the attitudes. The highest average score of 67.1 points was acquired by the pupils of the 7th year-class, significantly lower value of 61.78 points was acquired by the pupils of the 8th year-class and the lowest value of 61.05 points was acquired by the pupils of the 9th year-class. The Kruskal-Wallis test revealed statistically significant differences (p < 0.01) among the attitudes of the pupils of the 7th and 8th year-classes as well as among the pupils of the 7th and 9th year-classes. Statistically significant differences (p < 0.05) were revealed through the chi-square test also among the attitudes of the boys and girls, while boys acquired the average score of 65.92 points and girls acquired the average score of 61.05 points.
Number of views: 2352 Download in PDF
The Potential of an Alliance of Media Literacy Education and Media Criticism in Russia
European Journal of Contemporary Education, 2015, Vol.(14), Is. 4, pp. 223-231.
Number of views: 2190 Download in PDF
3. Arturas V. AkelaitisEuropean Journal of Contemporary Education, 2015, Vol.(14), Is. 4, pp. 223-231.
Abstract:
Media criticism and media literacy education have much in common. For example, media literacy education and media criticism attaches great importance to the development of analytical thinking audience. Indeed, one of the most important tasks of media literacy education is precisely to teach the audience not only to analyze media texts of any kinds and types, but also to understand the mechanisms of creation and functioning in society. Actually, the same is engaged in media criticism and, at the same time addressing both the professional and to the widest possible audience. That is why, in our opinion, is so important synthesis of media criticism and media literacy education. That is why it is so important debate on the role and functions of the media in society and analysis of media texts of different types and genres in classrooms of schools and universities.
Media criticism and media literacy education have much in common. For example, media literacy education and media criticism attaches great importance to the development of analytical thinking audience. Indeed, one of the most important tasks of media literacy education is precisely to teach the audience not only to analyze media texts of any kinds and types, but also to understand the mechanisms of creation and functioning in society. Actually, the same is engaged in media criticism and, at the same time addressing both the professional and to the widest possible audience. That is why, in our opinion, is so important synthesis of media criticism and media literacy education. That is why it is so important debate on the role and functions of the media in society and analysis of media texts of different types and genres in classrooms of schools and universities.
Number of views: 2190 Download in PDF
Social Skills Expression of Senior High School Age Students in Physical Education Classes
European Journal of Contemporary Education, 2015, Vol.(14), Is. 4, pp. 232-238.
Number of views: 2216 Download in PDF
4. Galina V. MikhalevaEuropean Journal of Contemporary Education, 2015, Vol.(14), Is. 4, pp. 232-238.
Abstract:
The main purpose of the present study is to reveal the peculiarities of social skills expression of senior high school age students in physical education classes. The independent random sample consisted of 244 (15 – 16 years old) students and 258 (17 – 18 years old) students, of which there were 224 boys and 278 girls. L. Bulotaitė and V. Gudžinskienė communication skills survey questionnaire, Tromsø social intelligence questionnaire and I. Yusupov’s empathy diagnostic method were employed. It was found that 17 – 18 years old students have higher rate of social awareness abilities, while 15 – 16 years old students have higher rate of empathy abilities and girls have a higher rate of communication and empathy skills in physical education classes than boys.
The main purpose of the present study is to reveal the peculiarities of social skills expression of senior high school age students in physical education classes. The independent random sample consisted of 244 (15 – 16 years old) students and 258 (17 – 18 years old) students, of which there were 224 boys and 278 girls. L. Bulotaitė and V. Gudžinskienė communication skills survey questionnaire, Tromsø social intelligence questionnaire and I. Yusupov’s empathy diagnostic method were employed. It was found that 17 – 18 years old students have higher rate of social awareness abilities, while 15 – 16 years old students have higher rate of empathy abilities and girls have a higher rate of communication and empathy skills in physical education classes than boys.
Number of views: 2216 Download in PDF
Impact of European Media Education Strategies on Russian Media Education Development
European Journal of Contemporary Education, 2015, Vol.(14), Is. 4, pp. 239-244.
Number of views: 2110 Download in PDF
5. Alexander FedorovEuropean Journal of Contemporary Education, 2015, Vol.(14), Is. 4, pp. 239-244.
Abstract:
The article attempts to examine the impact of European media education theories and approaches on Russian media education evolution basing on a comparative analysis of Russian and European media literacy promotion strategies in the historical context. This influence resulted in the appearance and development of socio-cultural models of media education in Russia basing on the cultural studies and critical thinking theories of media education, including the adopting of integrated media education approach in schools and universities.
The article attempts to examine the impact of European media education theories and approaches on Russian media education evolution basing on a comparative analysis of Russian and European media literacy promotion strategies in the historical context. This influence resulted in the appearance and development of socio-cultural models of media education in Russia basing on the cultural studies and critical thinking theories of media education, including the adopting of integrated media education approach in schools and universities.
Number of views: 2110 Download in PDF
Aesthetic Analysis of Media texts in the Classroom at the Student Audience
European Journal of Contemporary Education, 2015, Vol.(14), Is. 4, pp. 245-255.
Number of views: 2128 Download in PDF
6. European Journal of Contemporary Education, 2015, Vol.(14), Is. 4, pp. 245-255.
Abstract:
Aesthetic analysis of media texts, ie the analysis of art concept of the media texts of different types and genres, is closely related to the aesthetic (artistic) theory of media (Aesthetical Approach, Media as Popular Arts Approach, Discriminatory Approach ). Aesthetic theory of media literacy education has been very popular in the 1960s (especially among active supporters of film education in the era of the triumph of "auteur"). Since the 1970s, it became rapidly superseded by theories of media literacy education as critical thinking, semiotic and cultural theories, when the media educators believe that art in media - not the most important target. Therefore, it is necessary to evaluate the media text, not primarily for its aesthetic qualities, but in fact the content on the ideas, the components of language, symbols and signs. However, many training programs in media culture are now trying to find a compromise solution to disputes "aesthetics" and "pragmatists", combining the sphere of artistic, experimental, analytical media literacy education with practice and creative approaches.
Aesthetic analysis of media texts, ie the analysis of art concept of the media texts of different types and genres, is closely related to the aesthetic (artistic) theory of media (Aesthetical Approach, Media as Popular Arts Approach, Discriminatory Approach ). Aesthetic theory of media literacy education has been very popular in the 1960s (especially among active supporters of film education in the era of the triumph of "auteur"). Since the 1970s, it became rapidly superseded by theories of media literacy education as critical thinking, semiotic and cultural theories, when the media educators believe that art in media - not the most important target. Therefore, it is necessary to evaluate the media text, not primarily for its aesthetic qualities, but in fact the content on the ideas, the components of language, symbols and signs. However, many training programs in media culture are now trying to find a compromise solution to disputes "aesthetics" and "pragmatists", combining the sphere of artistic, experimental, analytical media literacy education with practice and creative approaches.
Number of views: 2128 Download in PDF