University of Zielona Góra, Poland Faculty of Education ... · PDF filePedeutology 5...

University of Zielona Góra, Poland

Faculty of Education, Psychology and Sociology

COURSES OFFERED IN ENGLISH

FOR ERASMUS+ STUDENTS

Subject area of studies: PEDAGOGY

Master degree studies

Academic Year 2017/2018

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Subject area of studies: Pedagogy

TABLE OF CONTENTS

COMPARATIVE PEDAGOGY ............................................................................................. 4

COMPUTER-BASED DATA ANALYSIS - SPSS ....................................................................... 6

CONTEMPORARY PROBLEMS OF SOCJOLOGY ................................................................... 8

CULTURAL ANTHROPOLOGY ......................................................................................... 10

CULTURAL FAMILY PSYCHOLOGY .................................................................................. 12

DIGITAL EDUCATIONAL: PROJECT .................................................................................. 14

FILM AND TELEVISION BROADCASTING ........................................................................... 16

MEDIA CULTURE .......................................................................................................... 18

MEDIA IN EDUCATION ................................................................................................... 20

METHODOLOGY OF EDUCATIONAL RESEARCH ................................................................ 22

PEDAGOGY OF GIFTEDNESS AND CREATIVITY ................................................................. 24

PEDEUTOLOGY ........................................................................................................... 26

SEXUALITY EDUCATION ................................................................................................ 28

SOCIAL ASPECTS OF POPULAR MUSIC ............................................................................ 30

THEORY OF COMMUNICATION ....................................................................................... 32

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Subject area of studies: PEDAGOGY

BA degree studies

No. Course* ECTS Name of lecturer

1. Comparative pedagogy 5 Magdalena Zapotoczna, MA

2. Computer-based data analysis - spss 5 Elżbieta Kołodziejska, PhD, Dorota Szaban, PhD

3. Contemporary problems of socjology 5 Mariusz Kwiatkowski, Assoc. Prof. Dorota Bazuń, PhD

4. Cultural anthropology 5 Magdalena Pokrzyńska, PhD

5. Cultural family psychology 5 Marzanna Farnicka, PhD

6. Digital educational: project 5 Jarosław Wagner, PhD

7. Film and television broadcasting 5 Paulina Woźniak-Chojnacka, MA

8. Media culture 5 Paulina Woźniak-Chojnacka, MA

9. Media in education 5 Krzysztof Stanikowski, MA

10. Methodology of educational research 5 Ewa Narkiewicz–Niedbalec, Assoc. Prof. Dorota Szaban, PhD

11. Pedagogy of giftedness and creativity 5 Klaudia Żernik, MA

12. Pedeutology 5 Magdalena Zapotoczna, MA

13. Sexuality education 5 Joanna Dec-Pietrowska, PhD

14. Social aspects of popular music 5 Dorota Bazuń, PhD

15. Theory of communication 5 Krzysztof Stanikowski, MA * The subjects can be run every semester. In case there is not enough persons to make a group there will be an

individual class run during instructor hours.

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CCC OOO MMM PPP AAA RRR AAA TTT III VVV EEE PPP EEE DDD AAA GGG OOO GGG YYY

Course code: 0111-WP-PED-PedP

Type of course: Compulsory

Language of ins truct ion: English or German

Director of studies: Prof. Inetta Nowosad

Name of lec turer : Magdalena Zapotoczna, MA

Form of ins t ruct ion

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Ful l - t ime studies

5

Class 30 2 * Grade

COURSE AIM:

The aim of course is: 1) to acquaint students with the structure of the educational systems in the world’s high developer countries nowadays; 2) to give the appropriate evaluation of the present educational system in Poland; 3) to suggest ideas for practical work in school.

ENTRY REQUIREMENTS:

Basic knowledge from the area of contemporary trends in education.

COURSE CONTENTS:

1. Contemporary transformation of educational systems in the world. 2. Selected aspects of international cooperation in the field of education (UNESCO, ONZ, EAEA, ESREA,

OECD, The World Bank). 3. Pre-school in Europe. 4. Reading skills in Europe and results from PISA. 5. Trends in mathematics and science performance and results from PISA. 6. Higher education and the influence of the Bologna process. 7. Adult education. 8. School autonomy in Europe. 9. Education and the labor market. 10. The comparative analysis of school systems in Europe (history, organization and structure of education,

teacher education, planned reforms).

TEACHING METHODS:

Discussion, debate, problem methods, project, presentation

LEARNING OUTCOMES:

The student will be able to: describe the cultural conditions of the educational process; define the aims and describe the structure, organization and functioning of educational institutions; describe the structure and function of the education system and some education systems in selected countries.

LEARNING OUTCOMES VERIFICATION AND ASSESSMENT CRITERIA:

The requirement to pass is active participation in class discussions (25% of general grade), description a report/ presentation/ poster selected from the area of comparative pedagogy (50%), individual/ group preparation of an essay or preparation of a portfolio (25%).

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RECOMMENDED READING:

1. A Child in School Setting, I. Nowosad, G. Miłkowska (eds.), Adam Marszałek, Toruń 2011.

2. Bielska E., Radziewicz-Winnicki A., Roter A., Social and Educational Problems in Poland, Śląska Wyższa Szkoła Zarządzania, Katowice 2005.

3. Early childhood education and care in Europe: tackling social and cultural inequalities, Eurydice, January 2009.

4. From education to working life. The labour market outcomes of vocational education and training, Cedefop, Publications Office of the European Union, Luxembourg 2012.

5. Hörner, H. Döbert, B. von Kopp, W. Mitter, The Education Systems of Europe, Springer, Dordrecht 2007.

6. OECD, PISA 2009 Results: What Students Know and Can Do: Student Performance in Reading, Mathematics and Science, Vol. 1.

7. Szymański M.J., Nowosad I., Polish Education at the Time of Changes, Zielona Góra-Kraków 2006.

8. The system of education in Poland, Foundation for the Development of the Education System, Warsaw 2012, 2014.

REMARKS:

*The subject can be run every semester, in case there is not enough persons to make a group there will be individual class run during instructor hours.

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CCC OOO MMM PPP UUU TTT EEE RRR --- BBB AAA SSS EEE DDD DDD AAA TTT AAA AAA NNN AAA LLL YYY SSS III SSS --- SSS PPP SSS SSS

Course code: 0542-WP-PED-SPSS

Type of course: compulsory

Language of instruction: English

Director of studies: Elżbieta Kołodziejska, PhD

Name of lecturer: Elżbieta Kołodziejska, PhD, Dorota Szaban, PhD

Form of instruction

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Number of ECTS credits

allocated

Full-time studies 5

Class 30 2 * Grade

COURSE AIM:

Using computer and software application in educational research, data computation; analyze and interpretation the result of an empirical study;

ENTRY REQUIREMENTS:

Completed statistical methods course.

COURSE CONTENTS:

Introduction to quantity research: questionnaire preparation; SPSS capabilities. Data collecting: start with SPSS - statistical and data management package for analysts and researchers; data input, coding, sampling error. Base data analyze: frequencies, descriptive statistics: average, arithmetic mean, mean deviation. Raw score conversion: recoding, labeling, data reduction. Variable relation testing: cross tabulation, test of significance, significance level, sampling distribution of χ2, t test for independent samples.

TEACHING METHODS:

Academically supervised student-governed problem oriented project work. Computer workshop.

LEARNING OUTCOMES:

Students can use IBM SPSS Statistics application to manage with survey data they collect. Students have ability to use basic statistical measures and interpret results to solve educational problem.


Individual assessment based on active participation during the course and written examination. The assessment is performed in accordance with the point grading scale

1.

1 Information about the number of points will be given to a student at the begining of a semester.

http://www.spss.com/spss/data_mgmt.htm

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1. E. Babbie, Basic of the social research. Chapman University, Wadswarth 2009. 2. Pavkov T. W., Pierce K. A. (2005) Ready, set go! A guide to SPSS for Windows. (10th Ed.).

Boston: McGraw-Hill Publishing 2009.

OPTIONAL READING:

Materials and tasks prepared and given by the lecturer.

REMARKS:

Students get access to the newest version of IBM SPSS Statistic application every academic year *The subject can be run every semester, in case there is not enough persons to make a group there will be individual class run during instructor hours.

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Course code: 0314-WP-PED-WPS


Language of ins truct ion: English

Director of studies: Prof. Mariusz Kwiatkowski

Name of lec turer : Prof. Mariusz Kwiatkowski,

Dorota Bazuń, PhD


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5 Lecture 15 1

* Exam

Class 15 1 Grade

COURSE AIM:

To acquaint students with: a) the nature and problems of changes in the organization and functioning of the modern societies, b) the processes occurring in them, and the consequences for everyday life.

ENTRY REQUIREMENTS:

No special prerequisites

COURSE CONTENTS:

Origin, nature and effects of globalization. Social and cultural dimensions of globalization. Immigration processes. Cultural and national identity changes. New forms of communication, integration and social activity. Subcultures, the new social movements. Poland and Poles in the perspective of European integration.

TEACHING METHODS:

Lectures: Explaining and lecturing. Multimedia learning process. Classes: classes will be a discussion of critical and analytical terms.

LEARNING OUTCOMES:

The student has knowledge about the processes shaping modern forms of social bonds. The student is aware of the problems of modern social systems and the implications of the process. The student has the knowledge about the impact of cultural change on the social functioning of individuals and groups.

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The student has the ability to analyze and interpret the emergence of new cultural and social phenomena and their influence on personalities and its relationship with the environment. Student is able to use the knowledge to write analytical essay relating to contemporary social problems.


Individual assessment based on active participation during the course. Assessed on the basis of submitting a 4-page research essay on topics related to the topic chosen by student.


1. Giddens A., Sociology, Cambridge, 2006. 2. Polanyi K., The Great Transformation, The political and economic origins of our time,

Beacon Press, Boston 2001.

OPTIONAL READING:

1. Macionis J., Sociology (3rd ed.). Englewood Cliffs, New Jersey: Prentice Hall, 1991. 2. Ritzer G., Goodman D. J., Sociological Theory, Sixth Edition. McGraw Hill, 2004.

REMARKS:

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Course code: 0314-WP-PED-AK



Director of studies: Magdalena Pokrzyńska, PhD

Name of lecturer: Magdalena Pokrzyńska, PhD

Form of instruction

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Lecture 15 2 *

Exam 5

Class 15 2 Grade

COURSE AIM:

Is to give students possibility to obtain anthropological competences so they could avoid “over-socialized” vision of society and culture.

ENTRY REQUIREMENTS:


COURSE CONTENTS:

Anti-naturalistic character of cultural anthropology as a social science. Beginnings of anthropological thinking – its historical and elementary matters. Initiation of relativistic point in estimating strange, abroad cultures. Understanding cultures as ideative reality. Main issues of classical and contemporary anthropology.

TEACHING METHODS:

Lecture with discussion. Demonstrating - teaching through examples and case studies description. Multimedia learning process – using Power Point presentations, use of filmstrips, recordings etc.

LEARNING OUTCOMES:

The student is able to recognize and interpret historical and contemporary socio-cultural phenomena. He/she gains the basic knowledge about traditional (that means: tribal and folk) cultures as well as about new complex socio-cultural phenomena in Europe (and the areas influenced by European culture). The student has knowledge about research methods used in anthropology.


Individual assessment based on active participation during the course and written essay.

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1. Barnard A., History and Theory in Anthropology, Cambridge 2000. 2. Benedict R., Patterns of Culture, New York 1934. 3. Clifford J., The Predicament of Culture. Twentieth Century Ethnography, Literature

and Art, Cambridge 1988. 4. Gennep van A., The Rites of Passage, London 1977 5. Hemmersley M., Atkinson P., Ethnography. Principles in Practice, London 1995. 6. Mead M., Culture and Commitment. A Study of the Generation Gap, 1970.

OPTIONAL READING:

1. Geertz C., Local Knowledge. Further Essays in Interpretative Anthropology, New York 1983.

2. Malinowski, B., Argonauts of the Western Pacific: An account of native enterprise and adventure in the Archipelagoes of Melanesian New Guinea, London 1922.

3. Sahlins M., Islands of History, Chicago 1985.

REMARKS:


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CCC UUU LLL TTT UUU RRR AAA LLL FFF AAA MMM III LLL YYY PPP SSS YYY CCC HHH OOO LLL OOO GGG YYY

Course code: 0313-WP-PED-CFP

Type of course: compulsory/optional


Director of studies: Marzanna Farnicka, PhD

Name of lec turer : Marzanna Farnicka, PhD

Form of instruction

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credi ts a l located


5

Seminar 15 1 * Grade

COURSE AIM:

Provide knowledge about cross cultural psychology, especially about the role of family structure in different culture

ENTRY REQUIREMENTS:

Basic course of psychology

COURSE CONTENTS:

This course is the introduction to work with Families in crisis and difficult situation. Through these seminars students may complete knowledge about stress, stress disorders, crisis, structural family theory and role of cultural environment in family life. Additionally they can identify patterns of communication, contact, intimacy and time organized in families.

TEACHING METHODS:

The students participate in seminars in which literature is presented and discusses, then they do project about family life.

LEARNING OUTCOMES:

After the course the student should have acquired basic knowledge about functioning families (theory) and skills to recognize some families processes like: structure, communication, goals, and ways of coping with stress and conflicts.


Participation, literature studies, essay and project are evaluated.


1. Fiese B. H., Kline Ch. A. (1993). Development of the family ritual questionnaire: Initial reliability and validation studies. Journal of Family Psychology, Vol. 6, No. 3, 290-299.

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2. Minuchin, P (1985) Families and individual development: Provocations from the field of the family therapy. Child Development, 56, p. 289-302

3. Moos, R. H., Schaefer, J. A. (1986). Life transitions and crises. A conceptual oreview. In: R.H. Moos (eds.), Coping with Life Crises: An Integrated Approach .Plenum Press: New York.

4. Olson D.H. (1981), Family typologies: Bridging family research and family therapy. [In:] E. Filsinger, R.A. Lewis (Eds.), Assessing Marriages (p. 53-69). Beverly Hillls, Cal.

5. Olson D.H. (1993). Circumplex Model of marital and Family Systems: Assessing Family Functioning. [in:] F.Walsh (ed.), Normal Family Processes (104-137). New York: Guilford Press.

6. Tomkins S.S. (1987), Script theory [In:] Aronoff J., Rabin I., Zucker R (red.)The emergence of personality, s. 147 – 216, New York, Springer.

OPTIONAL READING:

1. Parsons J.E., Adler T.F., Kaczala C.M. (1982) Socialization of achievement attitudes and beliefs: parental influences Child Development, 53 (2) (1982), pp. 310–321 http://dx.doi.org/10.1111/j.1467-8624.1982.tb01320.x

2. Valk, H. (2008). Parental Influence on Work and Family Plans of Adolescents Of Different Ethnic Backgrounds in The Netherlands, Sex Roles, Vol. 59 Issue 9/10, p738-751.

3. Vleioras, G. Bosma, H. (2005). Predicting change in relational identity commitments. Identity: AN International Journal of Theory and Research, 5, 35-56

4. Werner E. E. (1991). Grandparent – grandchild relationships among US ethnic groups. [w:] P. K. Smith (red.) The Psychology of Grandparenthood. Londyn: Routledge.

REMARKS:

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DDD III GGG III TTT AAA LLL EEE DDD UUU CCC AAA TTT III OOO NNN AAA LLL ::: PPP RRR OOO JJJ EEE CCC TTT

Course code: 0110-WP-PED-DEP



Director of studies: Jarosław Wagner, PhD

Name of lec turer : Jarosław Wagner, PhD

Form of instruction

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Ful l - t ime s tud ies

5

Project 30 2 * Grade

COURSE AIM:

To familiarize students with the concept of distance learning. The acquisition of skills by the students of management of applications supporting the learning and abilities of preparing distance learning courses.

ENTRY REQUIREMENTS:

Basic knowledge of computer science, the basic ability to prepare multimedia teaching materials.

COURSE CONTENTS:

Origin and history of distance education, Pedagogical theories describing e-learning, advantages and disadvantages of e-learning, types of e-learning, Web 2.0 trends for e-learning, components of an effective distance learning course, roles and responsibilities of teacher and student in the education process on distance IT software solutions using by business and academic centre, criteria of e-learning platform selection, structure of e-learning platform, didactic aspects of e-learning content, installation and administration of distance learning systems (such as: course preparation, enrollment of students, comunnications tools, quizzes, assignments, glossaries, lessons, wikis, blogs, databases, grades ans scales, surveys and choices).

TEACHING METHODS:

Lectures, work with the book, laboratory exercises in a computer lab, a project method.

LEARNING OUTCOMES:

Ability to building distance learning course, design, management and install Content Management System supporting distance learning.


Practical skills will be verified through systematic monitoring and control tasks and monitoring the performance of the project.


1. Büchner A., Moodle 2 Administration, Birmingham UK, Packt Publishing 2011.

2. Rice W., Moodle 2.0 E-Learning Course Development, Birmingham UK, Packt Publishing 2011.

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3. Horton W., e-Learning by Design, Pfeiffer, San Francisco 2011.

4. Hillar S. P., Moodle 2.0 Multimedia Cookbook, Birmingham UK, Packt Publishing 2011.

5. Howard C., Schenk K., Distance Learning and University Effectiveness - Changing Education Paradigms for Online Learning, London 2003.

6. Duffy T., Kirkley R., Learner Centered Theory And Practice In Distance Education - Cases From Higher Learning, London 2003.

OPTIONAL READING:

1. Rosenberg M., Beyond e-learning, San Francisco 2006.

2. Garrison D. R., Anderson T., E-learning in the 21st Century, Londyn 2003.

3. Moore M. G., Andreson W.G., Handbook of distance education, Londyn 2003.

REMARKS:


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FFF III LLL MMM AAA NNN DDD TTT EEE LLL EEE VVV III SSS III OOO NNN BBB RRR OOO AAA DDD CCC AAA SSS TTT III NNN GGG

Course code: 0211-WP-PED-PFT



Director of studies: Prof. Marek Furmanek

Name of lec turer : Paulina Woźniak-Chojnacka, MA


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5

Class 30 2 * Grade

COURSE AIM:

To introduce students with the means of communication in the media and the forms of expression used in the mass media. The acquisition of the skills and competencies in the use of body language in dealing with the media by students. Preparation for independent practice before a microphone and camera.

ENTRY REQUIREMENTS:

Basic knowledge of pedagogy, media and communication theory.

COURSE CONTENTS:

1. Contact with the media or how to properly use the media.

2. Forms of expression used in the media (news, interview in the studio, discussion with many participants, press conference, phone call, etc.).

3. The image in the media, the importance of body language, appearance and manner of speaking. As in dealing with the media to use body language?

4. Means of communication with the media.

5. The basic principles, the most common mistakes (what about to talk and in what form, what not to say and how to avoid the answers to inconvenient questions).

6. Public appearance, strategies of building concise messages. Disclosure of excitement, optimism and naturalness of media.

7. How to occur before a camera and a microphone? Techniques for rapid neutralization of stress, performance anxiety, overcoming the fear of the camera.

TEACHING METHODS:

Talk, presentation, the method of project, simulation, situational method, expressive methods.

LEARNING OUTCOMES:

The student knows and understands the mechanisms, and also impact of media messages. He knows the material and the language of media, and also the forms of expression used in the media. He can critically evaluate the image of media persons. Student can indicate the role of body language in relations with the media. He uses the techniques of neutralization of stress when working with the video camera.

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Learning outcomes will be verified in two ways: by controlling the productive work on the class and periodic control tests (colloquium). The condition to complete the class is a positive evaluation of the student's work, activity and attendance, and to obtain a positive grade of the tests.


Literary sources in English will be provided by the lecturer during the course.

REMARKS:


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MMM EEE DDD III AAA CCC UUU LLL TTT UUU RRR EEE

Course code: 0210-WP-KM



Director of studies: Prof. Wielisława Osmańska-Furmanek

Name of lec turer : Paulina Woźniak-Chojnacka, MA


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5 Lecture 15 2

2 Exam

Class 30 2 Grade

COURSE AIM:

To introduce students with the contents of contemporary media culture. The acquisition by the students of the skills and competencies for participation in the processes of contemporary culture . Preparing for self and conscious functioning in a consumer society.

ENTRY REQUIREMENTS:

Completion of the Anthropology Culture course. Basic knowledge about interpersonal and social communication, as well as functioning of the media and mass media in today's information society.

COURSE CONTENTS:

LECTURE

1. Understanding of the culture in the Anthropology Culture. The structure of culture (normative, symbolic and material). Social media features. Mass culture - popular culture (pop-culture) - media culture. Culture as paidea and culture as a commodity. Culture in the postmodernistic perspective. Three spheres of media culture. Globalization (americanization of culture). Culture of information – cyberculture.

2. History of media culture. Media culture, its characteristics and conditions in the era of traditional and electronic media. The technical means of communication versus to culture as a symbolization of reality - from print culture to image culture . The transformation of the media, opportunities and threats resulting from them for the culture.

3. Television as a culture. Television yesterday and today. TV functions. The culture-forming role of television. Types of television. Selected forms and genres TV (entertainment, talk shows, reality shows, quiz show.) TV series (format, soap opera, sitcom).

4. The identity and the body in media culture. Stereotypes of femininity and masculinity. Advertising, fashion, soap opera.

5. The content of contemporary media culture in social communication (transmission of artistic contents, the transmission of cultural patterns, the new cultural rituals, the construction of new social experiences).

6. Media industries. Show-business. The film industry - Hollywood - Bollywood. The music industry - youth music, video clip culture. Newspapers - feminine, youth, tabloids. The fashion.

7. Phenomena of media culture - social creations, the impacts of pedagogic. Media icons - celebrities and the media idols. Media culture in politics.

CLASS

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Media and mass media: media in the history of culture and civilization, the media classifications, functions of the media, the media and the individual and society, the traditional media and the contemporary digital media.

Culture: the genesis, the cultural aspects of reality, definitions of culture, fields of culture, six groups of culture definitions according to Kroeber & Kluckhohn, the areas of cultural phenomena, culture as a symbolization of reality, the information culture - cyberculture, mass media as carriers of culture.

Mass culture: the concept, characteristics and genesis of the development of mass culture, popculture - popular culture - the instant culture, the globalization of culture, culture as a commodity, the development of mass tastes, popculture gadgets, values in the style of pop.

Television: genesis and functions of television, the role of television in culture, the types of television, the forms and genres television, television series, manga and anime.

Advertising: definition, functions, the features and goals advertising, the history and the techniques of advertising, the forms of television advertising, radio advertising, outdoor advertising and online advertising, the influence of advertising on children, adolescents and adults.

The analysis of media messages: mechanisms of impact and influence of the media, factors of persuasion in the communications media content, transmission of artistic contents and cultural patterns, the world of values in youth magazines, the media image of the child on the basis of analysis the television fairy-tales and the press for children, fashion and advertising as part of media culture.

The image of women and men in the media on the basis of the press and television: stereotypes, advertising, fashion, soap operas, culture gender vs. language and mass media.

The film industry and show-business: who is the film viewer, the film patterns and functions and the importance of movies - Hollywood, Bollywood and Chinese cinema.

The media culture and new media: culture of convergence, music and videoclip culture, youth culture, social creations and media icons, media culture vs. politics, cultural values in computer games.

TEACHING METHODS:

LECTURE

Conventional lecture.

CLASS

Talk, the method of the project, show, work with text, group work, the productive exercises.

LEARNING OUTCOMES:

The student knows and understands the mechanisms and impact of media messages. He knows the material and the language of the media. Student is able to properly analyze the mass media. Able to critically evaluate patterns of mass entertainment. He can indicate the role of the media in the process of creating culture. Student has accordingly formed a critical attitude towards the media.


LECTURE

Student completes the lecture provided that he gets a passing grade for an exam.

CLASS

Learning outcomes will be verified in two ways: by controlling the productive work on the class and periodic control tests (2 colloquiums). The condition to complete the class is a positive evaluation of the student's work, activity and attendance, and to obtain a positive grade of the tests.


Literary sources in English will be provided by the lecturer during the course.

REMARKS:

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MMM EEE DDD III AAA III NNN EEE DDD UUU CCC AAA TTT III OOO NNN

Course code: 0110-WP-PED-ME




Name of lec turer : Krzysztof Stanikowski, MA

Form of instruction

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5

Laboratory 30 2 * Grade

COURSE AIM:

Preparing for self-evaluation, selection and implementation of educational media used in the teaching-learning; develop skills efficient use of information and communication technologies (ICT) in the educational work; formation evaluation skills harmful effect of the media.

ENTRY REQUIREMENTS:

Basic knowledge of general teaching, basic knowledge of the mass media, basic training in ICT.

COURSE CONTENTS:

Media education in the educational process. Multimedia educational programs as an example of the integration of the basic features of the new media. Analysis of educational computer programs. Educational Internet resources. Analysis of the websites for children, young people, parents and teachers. Multimedia presentations at teacher. Graphical components of a multimedia presentation. Video and audio in a multimedia presentation. Design educational media and academic units.

TEACHING METHODS:

Blended learning; e-learning,

LEARNING OUTCOMES:

Student has an elementary knowledge of the processes, tools and techniques, interpersonal and social communication (including the use of ICT); Lists and discusses the basic theories on the teaching-learning, identify and specify the conditions of this process in the context of the proper application and implementation of educational media.


Practical skills are assessed on the basis of the quality of work


1. Buckingham D., Media Education: Literacy, Learning and Contemporary Culture, Palgrave Macmillan 2003, ISBN 0745628303

2. Buckingham D., After the Death of Childhood: Growing Up in the Age of Electronic Media, United States 2000,ISBN 0745619339

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3. Gajda J., Juszczyk S., Siemieniecki B., Wenta K., Edukacja medialna, Wyd. Adam Marszałek Toruń 2002.

REMARKS:

Seminar materials will be sent to the e-learning platform KMTI.


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MMM EEE TTT HHH OOO DDD OOO LLL OOO GGG YYY OOO FFF EEE DDD UUU CCC AAA TTT III OOO NNN AAA LLL RRR EEE SSS EEE AAA RRR CCC HHH

Course code: 0314-WP-PED-MBS



Director of studies: Prof. Ewa Narkiewicz-Niedbalec

Name of lec turer : Prof. Ewa Narkiewicz–Niedbalec, Dorota Szaban, PhD


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Lecture 15 1

* Exam

2x5

Class 30 2 Grade

COURSE AIM:

The aim of the course is giving students knowledge of the main problems of methodology of social sciences, showing the specific character of social reality as an object of scientific cognition and learning how to start preparation for sociological research

ENTRY REQUIREMENTS:


COURSE CONTENTS:

Lecture:

Science and the Faculty of Art as a kind of social practice; Contemporary classification of science and its reference to the Aristotle - Bacon - Comte classification; Empiricism (Bacon) and rationalism (Descartes) as the ideals of proven, certain knowledge. Two paths leading to the contemporary constructivism; Newton’s classical mechanics as the ideal of scientific theory and Immanuel Kant’s recognition of it; Synthesis of empiricism and constructivism in Kant's views on cognition; Science in the 19th century: new directions of research, the nature of mathematical knowledge and the emergence of non-Euclidean geometries; Scientism and positivist conception of science; Status of the Faculty of Arts: Wilhelm Dilthey, Wilhelm Windelband, Heinrich Rickert; Fundamentals of hermeneutics; Henri Poincaré as a precursor of modern constructivism (conventionalism); Assumptions and types of contemporary constructivism: anarchist, elitist, social, demarcationist; Concept of scientific theory; Scientific theories in sociology and their peculiarities (sociological theory - social theory); Sociological theories and sociological reality, value systems and ideology; Social mechanisms of constructing a theory in social sciences; Concept of truth in science; Class:

The area and problems of methodology; Defining scientific knowledge and its application; Specific character of social sciences; Natural and non-natural reality and the adequate segments of science; The basics of the methodology of social sciences; Substantiation of cumulative and revolutionary conception of development of the knowledge; Substantiation of the paradigms: positivistic, humanistic and postmodernistic; Procedure of explanation: explanation and “interpretative approach” (understanding); Types of propositions – hypothesis, historical generalizations and laws of science; The cognitive process and the research process - selection of method, variables, indicators,

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TEACHING METHODS:

Explaining and lecturing; Lecture with discussion. Class discussion; Demonstrating - teaching through examples and case studies description. Small groups discussion. Case studies.

LEARNING OUTCOMES:

Students should know a basic notions of methodology of social research; they should know history of the development of scientific knowledge; They should be able to choose and justify the method and tools in their own research project;


Written examination in form of a test. The assessment is performed in accordance with the 20-point grading scale. Project report plus individual oral defense of the project report.


1. Babbie Earl, The Basics of Social Research, Third Edition, Wadsworth Publishing, Thomson Learning, Inc. 2005

2. Chalmers Alan F., What is This Thing Called Science, Queensland UP. 1982; (it isn’t available in the library of UZ) (ed. in polish language: Czym jest to, co nazywamy nauką? (tłum.) A.Chmielewski, Siedmiogród 1993;

3. Klee Robert, Introduction to the Philosophy of Science, Oxford UP, 1997 (it isn’t available in the library of UZ);

4. Nachmias David, Frankfort-Nachmias Chava, Research Methods in the Social Sciences Study Guide, Baskerville Buecher, 2007

OPTIONAL READING:

1. Logic, methodology and philosophy of science at Warsaw University: studies and contributions to the 11th International Congress of Logic, Methodology and Philosophy of Science, Kraków (Cracow) august 20-26, 1999 / ed. by Mieszko Tałasiewicz. - Warszawa : "Semper", 2002 (it is available in the library of UZ);

2. Philosophy of Science: official journal of the Philosophy of Science Association. - Michigan : Philosophy of Science Association, 1996-2006. (it is available in the library of UZ)

REMARKS:


http://www.petlaczasu.pl/david-nachmias/a00027015

http://www.petlaczasu.pl/chava-frankfortnachmias/a00191779

http://www.petlaczasu.pl/baskerville/w00010934

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PPP EEE DDD AAA GGG OOO GGG YYY OOO FFF GGG III FFF TTT EEE DDD NNN EEE SSS SSS AAA NNN DDD CCC RRR EEE AAA TTT III VVV III TTT YYY

Course code: 05.5-WP-PED-PGC

Type of course: optional


Director of studies: Prof. Marzenna Magda-Adamowicz

Name of lec turer : Klaudia Żernik, MA

COURSE AIM:

Introduction students with basic knowledge of pedagogy giftedness and creativity (being, types of skills and creativity). ENTRY REQUIREMENTS:

Knowledge of general pedagogy, developmental psychology, general didactics. COURSE CONTENTS:

The concept of giftedness and their typology. A child capable of in the light of educational laws. Characteristics of capable people. Identification of gifted students. Psychological, strategic and nomination identification methods. Strategies for gifted education. Models of gifted education in history and today. The specificity of school programs and extracurricular activities aimed at gifted students. Methods and tools for evaluation of a teacher working with a child capable. The evolution of the concept of creativity, and the terms synonymous. The dimensions of creativity. Subjectivity and objectivity creativity. Aspects relevant to the work of objective and subjective. Development of creativity and its crises in humans. Model of creative personality of the child and the importance of family environment. Types of creative activity of the child and youth. Stimulators and inhibitors work. The concept of the work of teaching the teacher. Teacher student capable and creative. Gifted and creative problems in learning and behavior. Syndrome of inappropriate achievements of gifted children and creative TEACHING METHODS:

Lectures - conventional problem, conversational and multimedia presentations Exercise - work with text, discussion, design tasks, the method of cases, group work, brainstorming LEARNING OUTCOMES:

Students interpret the basic concepts of pedagogy giftedness and creativity, and IT concepts (eg. Capabilities, talents, creativity), characterize child capable, talented, creative and molds Their Activity. Can evaluate and choose suitable methods, forms, measures to make rules work with your child talented and creative He can design to design classes for gifted children and creative LEARNING OUTCOMES VERIFICATION AND ASSESSMENT CRITERIA:

Form of instruction

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5

Class 15 1 * Grade

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Lectures Credit on the basis of active participation (25%) and discussion of students (25%), constructed the project (25%), written work (25%). Exercises Included with the evaluation on the basis of a written test (25%), design tasks and educational situations (25%), a multimedia presentation to a selected topic (25%) of active participation and discussion of students (25%). Final evaluation Positive evaluation of the test, which includes the content of the exercises (50%) and lectures (50%). RECOMMENDED READING:

M. Magda-Adamowicz, Children's creativity in a systemic perspective, Wydawnictwo Adam Marszałek, Toruń 2013 W. Limont (2013 ). Support and education of gifted students in Poland. Journal for the Education of the Gifted, 36(1), 66-83. W. Limont (2009). Specific and creative abilities. In T. Subhi-Yamin (Ed.). Excellence in Education: Future Minds and Creativity (pp. 1033-1042). Proceedings of the Annual Conference of the International Centre for Innovation in Education (ICIE) held in Paris-France. Ulm, DE: ICIE. Limont, W., Dreszer, J., Bedyńska, S., Piechowski, M. M. (2009). Overexcitability and creative attitude of gifted students. W: .S. Popek, R. E. Bernacka, C. W. Domański, B. Gawda, D. Turska, A. M. Zawadzka (red.). Psychologia twórczości-nowe horyzonty (ss. 317-326). [Psychology of creativity–new approaches.] Lublin: Wydawnictwo Uniwersytetu Marii Curie -Skłodowskiej. Albert R. S., Runco M. A., A history of research on creativity, In: Handbook of creativity, (eds.) R. J. Sternberg, New York: Cambridge University Press 1999 Dyrda B. (2009) The underachievement syndrome of the gifted and creative children – the diagnostic approach and the research results. “The Learning Teacher Journal” Vol. 3, No 1/ 2009, s. 3-17 Guilford J. P. Intelligence, creativity and theit educational implications, San Diego 1968

OPTIONAL READING:

W. Limont (2012). ‘‘Passion of Growth’’: Giftedness and Creativity in the Theory of Positive Disintegration. In A. Ziegler, Ch. Fischer, H. Stoeger, M. Reutlinger (Eds.). Gifted Education as a Lifelong Challenge: Essays in Honour of Franz Mönks (pp.43-56). Münster, DE: LIT-Verlag

Dyrda B. (2011) Personal narratives of school educators on supporting the development of gifted students – a perspective from schools in Poland. “The Learning Teacher Journal” Vol. 5, No 2/ 2011

REMARKS:

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PPP EEE DDD EEE UUU TTT OOO LLL OOO GGG YYY

Course code: 0110-WP-PED-Pd


Language of ins truct ion: English or German

Director of studies: Prof. Inetta Nowosad

Name of lec turer : Magdalena Zapotoczna, MA


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Number o f ECTS



5

Lecture 30 2 * Grade

COURSE AIM:

The aim of course is: 1) to introduce students to the social and cultural context of teachers’ role; 2) acquaint students with the basic knowledge on the different aspects of functioning teachers in the profession and main concepts of teachers’ education; 3) to suggest ideas for practical work in school and training skills of using acquired knowledge to the analysis of education processes and teachers’ self-study.

ENTRY REQUIREMENTS:

Basic knowledge from sociology and psychology.

COURSE CONTENTS:

1. Transformation of the teaching profession in Poland in the European context. 2. Status of the teacher in Poland and in the Europe. 3. Teachers training. 4. The teacher leadership competencies. 5. Teacher’s professionalism. 6. Development of the teaching profession- schooling and improvement in the profession. 7. The teacher as an innovator. 8. Cooperation between teachers and parents. 9. Dilemmas in teaching practice. 10. The teacher in the period of change.

TEACHING METHODS:

Discussion, debate, problem methods, project, presentation

LEARNING OUTCOMES:

Student: describes the teacher's role and sociocultural relations; can make an observation and interpretation of social expectations to the teachers; understands the need of continuous professional and personal development.


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The requirement to pass is active participation In class discussions (25% of general grade), description a report/presentation/ poster selected from the area of pedeutology (50%), individual/ group preparation of an essay or preparation of a portfolio (25%).


1. Education for teachers and pedagoues: issues in international context, ed. Z. Jasiński, T. Lewowicki, Wydawnictwo Uniwersytetu Opolskiego, Opole 2006.

2. Gabryś-Baker D., Reflectivity in pre-service teacher education a survery of theory and practice, Wydawnictwo Uniwersytetu Śląskiego, Katowice 2012.

3. Problems of teacher education in rolling changes of educational system all over the world, E. Putkiewicz, A. Wiłkomirska (eds.), Wydawnictwo Uniwersytetu Warszawskiego, Warszawa 2003.

4. School in Community – Community in School, E. Bochno (ed.), International Forum for Education no. 1 (5), 2013, Wyd. Adam Marszałek, Toruń 2013.

5. Szempruch J., The school and the teacher in the period of change, Impuls, Kraków 2010.

6. Szymański M.J., Nowosad I., Polish Education at the Time of Changes, Uniwersytet Zielonogórski, Akademia Pedagogiczna im. KEN, Zielona Góra 2006.

7. The Experience of New Teachers. Results from TALIS 2008, OECD 2012.

8. The system of education in Poland, Foundation for the Development of the Education System, Warsaw 2012, 2014.

9. The teaching profession in: profile, trends and concerns. Report IV: Keeping teaching attractive for the 21st century, Eurydice 2004.

REMARKS:


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SSS EEE XXX UUU AAA LLL III TTT YYY EEE DDD UUU CCC AAA TTT III OOO NNN

Course code: 0119-WP-PED-EdSx



Director of studies: Joanna Dec-Pietrowska, PhD

Name of lec turer : Joanna Dec-Pietrowska, PhD


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5 Lecture 15

* Exam

Class 15 Grade

COURSE AIM:

To provide students with knowledge about human sexuality, sexual health, norms of psychosexual development, sexual activity and its biological, psychological, social and ethical circumstances as well as knowledge of basic issues related to sexual education.

ENTRY REQUIREMENTS:

Basic knowledge of pedagogy and psychology

COURSE CONTENTS:

Lectures:

Human sexuality. Biological, social and cultural conditions of sexual activity. Object, goals and tasks of sexually education. Sexuality education in Poland. The realities, implementation, and needs. Sexual and reproductive health rights. Declaration of sexual rights. Overview of selected research findings on sexuality of Poles. Sex and the Internet. Risks related to Internet. Sexuality of people with disabilities.

Classes:

Resources of knowledge about sexuality. Myths and stereotypes related to sexuality. Sex in biological, psychological and socio-cultural aspect. Upbringing and gender roles. Human psychosexual development. Human sexuality in the life cycle. Psychosexual development of children. Puberty of girls and boys, differences and specificity. Sexual norms and dysfunctions. Sexual violence against adults and children. Methods of family planning. HIV / AIDS / STIs prevention.

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TEACHING METHODS:

lecture, discussion, project method

LEARNING OUTCOMES:

The student has a basic knowledge of human sexuality in the lifetime cycle, sexual health, the biological, social and cultural conditions and regularities of human psychosexual development.

The student has an elementary knowledge of the different types of social structures and institutions of society and the relationships between them

The student is able to observe and interpret the behavior and opinions of pupils and make a diagnosis of sexual mores change

The student can use the knowledge in the scope of sexual education for the analysis and interpretation of the behavior of pupils, using the criteria of sexological development norm standards and can diagnose the extent of risky sexual behaviors of young people to develop prevention projects in this area.

The student is convinced to the need to apply the acquired knowledge to design activities that support the psychosexual development of children and young people and prevention of risky sexual behaviors.

The student has the conviction of the importance of behaving in a professional and ethical way in situations that need support for pupils in connection with the occurrence of difficulties in their psychosexual development.


The lectures end with an exam. The verification method of learning outcomes is a test. Classes end with grade. The verification methods is the presentation or an essay about selected course topic.


1. Carroll J., Sexuality now. Embracing diversity, Belmont, USA, 2007

2. King B., Human sexuality today, USA, 2005

3. Rathus S., Nevid J., Fichner-Rathus Lois H., Human sexuality in a world of diversity, Toronto, Canada, 2004

4. Yarber W., Sayad B., Strong B., Human sexuality. Diversity in contemporary America, New York, USA, 2010

OPTIONAL READING:

1. Lue T. F., Basson R., Rosen R., Gouliano F., Khoury S., Montorsi F., Sexual medicine. Sexual dysfunctions in men and women, Paris, France, 2004

2. McAnulty R., Bournette M.M., Exploring Human Sexuality. Making healthy decisions, Boston, USA, 2004

3. Moore S., Rosenthal D., Sexuality in Adolescence. Current trends, New York, USA, 2006

REMARKS:


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SSS OOO CCC III AAA LLL AAA SSS PPP EEE CCC TTT SSS OOO FFF PPP OOO PPP UUU LLL AAA RRR MMM UUU SSS III CCC

Course code: 0314-WP-SOC-PDW

Type of course: optional


Director of studies: Prof. Mariusz Kwiatkowski

Name of lecturer: Dorota Bazuń, PhD

Form of instruction

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allocated

Lecture 30 2 * 1. Grade 5

COURSE AIM:

The course’s aim is to present some sociological aspects, problems and topics on the basis of popular culture and popular music phenomena.

ENTRY REQUIREMENTS:

The programme is designed especially for students who are interested in social sciences: sociology, pedagogical studies, political science although the students of technical studies are welcomed to.

COURSE CONTENTS:

How does music affect society? Music and relations between generations. Crowd, an audience and community? Why mass events are so popular? A music band as a task group. Factors of long lasting success of a music band. The power of a bard. Social role of bard and charismatic leadership. The kitsch and its popularity. From a song to an oratorio. Music career as a challenge and development. Music and a group identity. Subculture groups and music. Musicians and their attempts to make the world better. Music and drugs. Music and stereotypes. How do changes in society affect music?

TEACHING METHODS:

Lecture with discussion. Demonstrating - teaching through examples and case studies description. Multimedia learning process – using Power Point presentations, use of filmstrips, recordings etc.

LEARNING OUTCOMES:

The student: a) knows and understands basic social ideas useful in description and analyzing music phenomena; b) has general knowledge about cultural differences and their influence on music styles and the reception of music in different societies; c) can formulate his ideas and opinions about selected topics about music; d) respECTS the

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others opinions about music and culture even if the opinions are different then her/his own.


Assessed on the basis of submitting a 5-page research essay on topic related to one of lectures content. As optional is possible preparing 30 min presentation about social aspects of music from student’s country.


Martin P. J., Sounds and Society: Themes in the Sociology of Music, Manchester University Press, 1995.

OPTIONAL READING:

Popular Music and Society, selected articles from the magazine.

REMARKS:


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TTT HHH EEE OOO RRR YYY OOO FFF CCC OOO MMM MMM UUU NNN III CCC AAA TTT III OOO NNN

Course code: 0110-WP-PED-TK




Name of lec turer : Krzysztof Stanikowski, MA


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5

Laboratory 30 2 * Grade

COURSE AIM:

The transfer of knowledge in terms of understanding the phenomena and processes of communication. Learning how to achieve success in communication interactions.

ENTRY REQUIREMENTS:

Completion of the Mass Media course

COURSE CONTENTS:

Social communication, interpersonal, mass. The communication process. Elements of the communication process. Communications, relationships. Communication models. Theories of communication. Types of social communication. Axioms of communication. Signs and codes in communication. Social communication as a process and phenomenon.

Non-verbal communication. Communicative competence. Communication media.

TEACHING METHODS:

Seminar: working with text, working in groups.

LEARNING OUTCOMES:

Student is able to define and characterize the processes of communication interpersonal, social, media also understand their accuracy and noise. Students can apply the skills developed interpersonal communication, The student is able to use technical language and communicate in a precise and consistent with different communication channels and techniques. Students can use the expertise to organize activities related to social communication.


Activity and positive assessment of the task.


1. Chitode J.S, Communication Theory, UK 2010, ISBN 9788184317633 2. Griffin E., Podstawy komunikacji społecznej, GWP, Sopot 2003. 3. Goban-Klas T., Media i komunikowanie masowe. Teorie i analizy radia, prasy, telewizji i Internetu, PWN,

Warszawa 2005.

http://www.google.pl/search?hl=pl&tbo=p&tbm=bks&q=inauthor:%22Dr.+J.S.Chitode%22

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REMARKS:

Seminar materials will be sent to the e-learning platform KMTI.


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The programmes of the subjects prepared by mentioned as “director of studies” authors.

The offer collected and worked out by Magdalena Zapotoczna.

Zielona Góra 2017

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